The scenario that the author encountered when she began working in her present position was not unusual for an elementary school library: the students study a culture, and the librarian reads the stories of that culture to them to enrich the study and to make the culture come alive. The fourth-graders studied the Maya in the fall and the ancient Egyptians in the spring. In her first year in the job the author did what had been done before: she read Mary-Joan Gerson's "The People of Corn" and Deborah Nourse Lattimore's "The Winged Cat." Students did research on assigned individual Egyptian gods without really knowing the stories about them. It was not a disaster, but it was unsatisfying, both for the author and her students. She had to figure out some other way. Is it possible to share mythology in a way that respects the culture, draws the kids in, and makes the stories both interesting and alive? The traditional answer is: find a good retelling of the myths and read them aloud. The fact that the retellings can have difficult language, have incomplete stories, or take for granted prior knowledge of the context or background--all of these issues are easily pushed aside because what other choice does one have? This article is the story of how the author, a school librarian who is only an average storyteller, lacking dramatic flair or the ability to do multiple voices and accents, turned this situation around and began telling the myths to her students in a way that encouraged participation and resulted in engagement and enjoyment for everyone.