This study examines how critical literacy read-alouds can be facilitated in an early childhood setting. More specifically, it describes how books allow young children to connect with experiences that help them identify and challenge inequality and envision social change. A classroom teacher and two university-based researchers collaborated to conduct this qualitative study that took place in one suburban Midwestern U.S. kindergarten class. Discussions and students' responses to read-alouds over a seven month period of time were analyzed. The findings demonstrate that, with support, children can develop more nuanced understandings of social class within and across texts. This research holds significant implications for how young children might be guided to examine critical social issues through the literacy curriculum and how such instruction can deepen students' engagement with texts.