The authors report the results of a study in which they sought to determine the effect of the race of a book's primary characters on the reading motivation of 3rd-grade students in Mississippi. Students (N = 35) from 2 3rd-grade classrooms chose books with covers that depicted main characters who were either Black or White. The authors sought to determine whether books in which the race of the principal characters was identical with that of the students motivated their reading. Quantitative and statistical results did not support such a conclusion. Instead, data suggest that students often choose books with characters who have racial backgrounds different than theirs. Thus, teachers can begin to bridge differences among races by providing multiracial books in their classroom libraries. (Contains 4 tables.)