Research indicates that teachers' implicit stereotypes might interfere with equity and equality goals highlighted in many national steering documents. However, since most implicit bias training deal with short-term changes the effectiveness and retention of such training has been questioned. This qualitative study seeks to fill this gap in its exploration of the long-term effects of a pedagogic activity designed to raise awareness of implicit linguistic stereotypes. The results indicate that many respondents demonstrate a heightened understanding of how their own stereotypes influence their perception and report concrete methods on how to better ensure equity in their teaching.