Objective. e purpose of the present study was to explore the relation between subjective measures of metacognitive awarenessand implicit bias, and to investigate whether metacognition is a viable pathway to meet the two objectives. Method. A sampleof U.S. undergraduate students (N = 117) completed self-report measures of implicit bias (Situational Attitude Scale) andmetacognitive awareness (Metacognitive Awareness Inventory). Correlational analyses, Pearson’s r coefficients, and a hierarchicallinear regression analysis were conducted to address the research objectives. Results. Findings revealed that implicit bias andmetacognitive awareness were related, and that conditional knowledge, comprehension monitoring, information management,debugging, and evaluation led to decrements in negatively charged implicit bias. Conclusion. Evidently, metacognition is a viablepathway for raising awareness of one’s implicit biases and subsequently mitigating them through the development of tailorededucational interventions.