This study experimentally investigated preservice teachers' responses to student misbehavior according to the ethnic background of the student. Preservice teachers were presented with a verbal description of either an ethnic minority or an ethnic majority student. Afterwards, they were asked to estimate how likely they would be to apply each of 12 intervention strategies ranging from very mild to very harsh interventions. The results showed that preservice teachers consistently applied more strategies, and often harsher ones, in response to ethnic minority students' misbehavior. Results are discussed in terms of the mechanisms that might underlie this ethnic bias among preservice teachers.