Use of mathematics-related literature can engage students' interest and increase their understanding of mathematical concepts. A quasi-experimental study of two second-grade classrooms assessed whether daily inclusion of geometry-related literature in the classroom improved attitudes toward geometry and achievement in geometry. Consistent with the hypothesis, only the students in the classroom with a strong emphasis on geometry-related children's literature showed a significant improvement in their attitudes about geometry over time. While both classes improved their geometry performance over the 4 weeks of the study, the class with a strong emphasis on geometry-related literature improved significantly more (51.2%) than the control class (33.47%). Children's literature can provide a useful and interesting context in which students can develop their understanding of geometry.