Research indicates that historically marginalized populations are more likely to receive low-value care in comparison to White populations. It is crucial to de-implement (i.e., replace or discontinue use of) these practices to make room for more effective alternatives and reduce disparities in outcomes. However, there is limited understanding of how, when, and why practices are de-implemented, especially in schools. In other fields, such as healthcare, the de-implementation of practices occurs when they are deemed ineffective or harmful. De-implementation has been shown to improve client outcomes through a variety of mechanisms, such as improved service quality and cost-effectiveness. This scoping review had two aims. First, we examined empirical articles related to de-implementation in school and healthcare settings to determine whether culture (the practitioner’s or client’s values and beliefs) and race/ethnicity were assessed or reported. Second, we examined if and how these factors were considered throughout the de-implementation process. A total of 21 empirical studies were identified through five online databases, two scoping reviews, and hand-searching the references of studies that met our inclusionary criteria. Results suggested there is a gap in the literature regarding how culture and race/ethnicity may impact de-implementation and ensuing outcomes. We made comparisons between de-implementation in education and related fields and highlight the importance of considering culture and race/ethnicity when engaging in de-implementation, particularly in the school context. Lastly, we discuss implications for school-based practitioners and provide suggestions for future research.