The purpose of the present case study was to explore fourth-grade dual language learners' interactions with culturally relevant children's literature. The present study involved observations of six second- and third-generation immigrant students participating in read-aloud sessions with the teacher reading the text and the students responding out-loud about their insights. After each read-aloud session, we interviewed the participants about their perceptions of their readings. The findings showed the students engaging with the texts by drawing personal and cultural connections to their Hispanic heritage and by responding to contemporary socio-political issues, such as immigration and deportation. At times, the students experienced cultural distance from the narratives, especially when the stories differed from the students' own lives. When the teacher provided contextual background, the process of reading and discussing fictive narratives about Latino/as' life experiences cultivated the students' empathetic considerations for others.