A read-aloud program focused on vocabulary and comprehension skills for children bilingual in Quechua and Spanish was evaluated for efficacy. The authors present a study with classrooms of first-grade students, suggesting that specific read-aloud strategies that target the use of background knowledge in a discussion-based format can be a meaningful way for bilingual children in this international context to learn vocabulary. It also suggests that future research on read-aloud efficacy in international or second-language contexts is warranted. (Contains 2 tables.)