How do teachers ignite a fire that kindles a love for books and produces a sense of wonder in the science classroom? What do teachers know and do that lights that spark in their students (Cummins 2012)? In this article, science and mathematics professor Sally Mayberry highlights a number of trade books that have made a fantastic difference in the attitudes of her students toward science. Trade books are often nonfiction and content oriented. However, they may also contain fictional stories, applications, and extensions that make the science content readily accessible to students. Research supports the addition of trade books to enhance science teaching. Studies have indicated that students who are taught science using these types of books were better able to understand difficult scientific concepts and often developed more positive attitudes toward science (Moore and Moore 1989). Read-alouds peaked students' interest in reading books about science, but also introduced them to a wide range of science vocabulary (Brassell 2006/2007). Research supports the use of read-aloud science trade books to enhance the teaching of science. Some studies show that students who are taught implementing comprehensive science read-alouds are more likely to understand the language of science. Trade books can also be a vehicle for inspiring high-level questions and for finding and checking for answers to those questions (Moore and Moore 1989). How can teachers use trade books to enrich science content and inquiry investigations? Mayberry suggests this can be done by combining three elements: (1) teachers who are enthusiastic readers of their favorite books; (2) high-quality trade books on the current science topic; and (3) effective strategies to follow the read-aloud to enhance science learning. Each of these elements are discussed herein.