An increase in the Mexican American population within the predominantly African American community and school was the basis of this qualitative study. The purpose of the study was to introduce African American second grade students to authentic Mexican and Mexican American children's literature. Interactive read-alouds of nonfiction and realistic fiction were employed to establish meaningful discussions. Banks additive approach and Rosenblatt's aesthetic and efferent stances were bridged to promote students' cultural awareness. In addition to the interactive teacher read-alouds, students participated in Story Mapping activities, Venn diagram activities, extended activities, structured interviews and individually completed Literature Response Sheets. Participants were 14 African American and two Mexican American (N=16) second grade students. A purposeful sample of six African American students was selected for structured interviews. Four themes emerged for the students' responses to the literature: family involvement and interaction, helpfulness, financial or economic status, and language barriers. Although the literature chosen were authored by Mexicans and Mexican Americans, students' responses indicated the literature highlighted stereotypical images of Mexican and Mexican Americans. Students embraced the customs and culture of Mexican Americans and made personal distinctions between themselves, African Americans, and Mexican Americans. Students, however, were unable to distinguish between Whites and Mexican Americans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]