This chapter explores the phenomenon of implicit gender bias within a higher education context. Implicit biases are, roughly speaking, stereotypical associations (e.g., “woman–family”; “man–career”) or prejudices (e.g., “women aren’t good at math”) that are held by people against their own explicit convictions. The chapter discusses moral and political issues regarding the effects of implicit bias: do implicit biases lead to wrongful discrimination and social injustice? It then turns to epistemological issues: do implicit biases contribute to epistemic injustice and knowledge deficits? Finally, the chapter assesses both individual interventions and structural measures that aim to address implicit gender biases and provides examples that are relevant within a context of academic teaching and learning.