This manuscript presents a content analysis of 28 picture books from the Outstanding Science Trade Books recognized by the National Science Teachers Association in 2016. Drawing on the need for culturally relevant science instruction, the research investigated the portrayal of scientists in images (gender and racial background), the scientific disciplines, what aspects of the nature of science were represented in the books and where, and the language that described scientific work. Previous work suggested that science trade books do not often portray diverse scientists, the breadth of science, or the nature of science and scientific work. This study examined whether recently published and award-winning books had these weaknesses. Findings showed that the sample did not show improvement in the diversity of scientific fields or scientists. Most scientists shown in images were white and male, and most books presented life science, often animals. However, the findings also showed that the extent to which books represented the nature of science varied widely. Some books contained no references, and others contained many references to different aspects of the nature of science. The study noted that biographies and books that described in detail the work of scientific teams provided the most nature of science content. Many books also had substantial nature of science content in peritextual material such as author's notes. The study collected and categorized all the verbs used to describe scientific activity and found that these descriptions of scientific activity have a wide scope and show scientists engaging in work ranging from data collection to activism. The article concludes with a recognition of the importance of broad scientific education programs about nature of science; the current children's book market, while offering valuable tools, does not adequately provide resources to teach the diversity of science and scientists.