Picturebooks can broaden students' understanding of diverse experiences and perspectives, both within and beyond their own worlds; in addition, picturebooks can affirm students' identities (Botelho & Rudman, 2009) and create spaces for critical conversations. Using the theoretical framework for critical multicultural analysis, this qualitative case study investigated one avenue for integrating cultural diversity--themed texts into a kindergarten classroom with the usage of interactive read-aloud techniques. In the session described in this article, young children drew and wrote responses after engaging in an interactive read-aloud of "The Proudest Blue" (Muhammad & Ali, 2019) in their classroom. "The Proudest Blue" reflects the author's older sister's first day wearing a hijab at school but also shows how some children reflected xenophobic attitudes. The research question that focused the study was: How do kindergarteners conceptualize culture, gender, religion, or race through writing and drawing as they respond to an interactive read-aloud of "The Proudest Blue?" These results provide insight into how kindergarteners visually respond to interactive read-alouds when experiencing a book focused on cultural and religious diversity.