The relative absence of nonfiction in literature for young readers may have serious implications because nonfiction literacy matters. Nonfiction material is the crucible within which readers can gain the knowledge and skills that enable them to reach sound decisions in all arenas of life, avoid gullibility born of ignorance, and participate in an informed and active citizenry. Nonfiction is the currency with which public policies and legislation are enacted, societal needs are discussed, cultural aesthetics are defined, life lessons are conveyed, scientific findings and historical narratives are transmitted, and matters of war and peace are decided. In this article, the author explores the limited and inconsistent use of nonfiction books in classrooms and offers five reasons how fiction has come to dominate classrooms and curricula. She also describes a visual model she developed for analyzing fiction and nonfiction texts and discusses the nine elements that reflect decisions writers make as part of the writing process. She believes these nine elements will help educators and readers better understand and appreciate the multifaceted nature of literature. (Contains 2 tables and 2 figures.)