Diverse children's literature can support understandings of our world as culturally, linguistically, and socially rich. It can cultivate empathy and understanding, and open a dialogic space of possibilities. In this article, we examine how "purposefully selected" children's literature prepares needed conditions for dialogic space: difference in what is already known, and what is presented; multiplicity of many and other ways of interpreting and connecting; and uncertainty as there is no definitive or "right" answer for personal meaning-making. We show how purposefully selecting diverse children's literature can create dialogic space in two classroom contexts. First, as Christina, a Black female teacher educator and librarian, teaches in a third-grade classroom of primarily Black students. Second, as she teaches a graduate-level teacher course on diverse children's literature to mostly White pre-and-in-service teachers. We elucidate ways purposeful selection of diverse literature is a first step to engaging with critical inquiry and opening dialogic space.