Ethical ED nurse leadership is faced with persisting challenges to delivering culturally competent care, which is crucial in reducing widespread racial healthcare disparities. Implicit biases are continually cited as key sources driving these inequities. However, research is lacking as how to effectively reduce implicit biases and increase health provider cultural competence. This quantitative, pretest-posttest project evaluated the efficacy of a cultural competency education by investigating if and to what extent the intervention decreased implicit biases and increased perceived cultural competence. Survey data were collected from a convenience sample of 36 ED nurse staff employed at a large urban medical center in California. Data included participant scores on the Race Implicit Association Test (IAT) and the Clinical Cultural Competence Questionnaire (CCCQ). Two-tailed paired samples t-test (CI = 95%; p < .05) indicated that the overall CCCQ score change of 5.5 points was statistically significant (p = .001) and linked to Knowledge (p = .000) and Attitudes subscales (p = .012) improvement. Race IAT changes were not statistically significant. No correlation was found between Race IAT and CCCQ scores. One-way repeated ANOVAs were used to investigate demographic variable impacts on scoring with limited value. Overall cultural competence scores were poor and Race IAT scores differed substantially from prior findings. Based on project results, the education was promising, supporting a solid, theory-based platform for strategically optimizing cultural competence and reducing health disparities in the ED care setting.