Classroom libraries are a literacy necessity; they are integral to successful teaching and learning and must become a top priority if students are to become thriving, engaged readers. Students who have ready access to books in their classrooms have better attitudes about reading, reading achievement, and comprehension than their peers with less access to books in the classroom. Providing interesting books for children is a powerful incentive for reading, perhaps the most powerful incentive possible. More and more experts have noted the importance of providing students with access to nonfiction texts. Such books can effectively address student interests in ways that stories cannot and they can increase student domain knowledge in a variety of areas, thereby leading to increased levels of background knowledge. Reading more nonfiction can lead to higher reading achievement. By contrast, students with little experience with nonfiction have difficulty comprehending such texts and fail to determine the important information within. This article will consider the place that nonfiction can and should assume in the classroom library. (Contains 1 table.)