When mostly white, middle class, female undergraduate preservice students enter social studies, reading, and language arts methods courses, they usually have not yet been asked to think critically about the curriculum they will be responsible for teaching. One of the primary conduits for sending messages to students about themselves and the world around them is the children's literature and other media included in their elementary school classrooms and libraries. In spite of efforts otherwise, authors and illustrators representing diverse races, classes, religions, and other areas of marginalization when published at all, are routinely left out of classrooms. This means that for most students in the United States, the literature they encounter in school consists mainly of White, middle class representations. Furthermore, some books that include particular cultural groups may be written from outsider perspectives and therefore do not always represent a reality of those groups' lived experiences (Reese, 2007). The question then becomes how to guide preservice teachers in considering the texts that are available and how to effectively mobilize those texts in their classrooms to create a more complex and authentic picture of the diverse lives of their students. Christina Tschida, Caitlin Ryan, and Anne Ticknor combine conceptual tools to guide preservice teachers in making diverse and equitable choices in classroom literature selection.