The use of storytelling and discussion about difficult topics naturally lends itself to early skill development in both social-emotional and academic (i.e., emergent literacy) domains. In this article, the authors present initial information on the efficacy and feasibility of Tell Me A Story (TMAS), a program focused on supporting early childhood providers (e.g., infant and early childhood mental health consultants [MHCs], teachers, home visitors, family service providers, early intervention staff) in becoming skillful leaders of thoughtful conversations on social-emotional issues through book reading.