Elementary students perceive scientists in stereotypical ways. This study examined the influence of historical, nonfiction trade books on children's images of scientists. Of the 13 self-contained third grade classrooms (n = 156), six randomly assigned teachers were instructed to read one trade book each week for six weeks to supplement their modular/kit-based instruction (n = 72). The other seven classrooms received only modular/kit-based instruction (n = 84). In the evaluation of their drawings, the treatment group demonstrated a broader perception of who does science, where science is done, and what activities scientists do, and they were able to maintain their broadened perception for four weeks after the intervention. (Contains 1 figure and 5 tables.)