Implicit bias is emerging as a plausible explanation for discrimination in higher education. We explore biases using a qualitative (narrative) design with immigrant students sharing unfair experiences with faculty and negative effects on their engagement with faculty and decisions to remain (or drop out) of the academic program. Implicit bias can have unconscious intent and instructors are unaware of discrimination that perpetuate inequality. The article shares narrative perspectives of college students and reveals implicit bias is relevant, harmful to the learning environment and manageable. Our discussion includes the recent scholarship regarding unconscious and pervasive faculty biases, influence on the Community of Inquiry dynamics (social, cognitive and teaching activities), and suggestions for controlling outcomes consistent with student academic expectations. In addition, sharing views of immigrant students is an opportunity to recognize faculty behaviours leading to discriminatory actions, which impede the academic accomplishments of immigrants in higher education.