Many preservice and early career teachers in the United States are White, middle class, and female and as such have little firsthand experience working with or growing up in the increasingly diverse population of U.S. schools. As a part of a graduate course in children's literature, the objective of this study was to understand teacher candidates' perceptions of what elements of their personal narratives and background were under-represented in children's literature. Through course experiences and assignments, participants expanded their understanding of diversity, gained new resources for locating books, and developed empathy for their K-5 students.