Because we live in an increasingly globalized world, teachers are tasked with cultivating social and cultural competencies in their students to prepare them to act as responsible global citizens. This article explores how including diverse global literary narratives in the English language arts (ELA) classroom is an important step toward preparing students to participate in a global society. Essentially, when reading, the mirror neuron system simulates the world in which characters act, and in doing so activates those parts of the brain that help readers understand motivation and intention. Thus, reading diverse literary narratives helps readers to build a mental representation of the cultures in which the characters live and also helps the reader to come to empathize with those characters. These mental experiences and adjustments not only help readers think differently about their worlds, they also help readers behave differently in the world.