In this article, we provide an overview of the ways one ecosystem-based literacy program uses high quality racially affirming picturebooks with kindergarten-third grade teachers within communities of practice to develop racial literacy and enact more effective and equitable reading practices. Racial literacy here refers to teachers' ability to understand the ways in which race and racism impact reading instruction and reading outcomes in their classrooms. High quality racially affirming picturebooks offer teachers important access to race-based content in ways that are accessible, emotional, and deeply pedagogical. We explore connections between racial literacy and reading practice, the role of high quality racially affirming picturebooks in this work, and provide examples of how we use these books, and the ways they support racial literacy development. Finally, we present a case study highlighting an example of our partner teachers engaging in this work that showcases the role of racial literacy in the development and delivery of effective and equitable reading practices.