Classrooms are becoming increasingly diverse, and multicultural literature can be an essential tool utilized to provide representation for students from these diverse backgrounds. However, while multicultural literature can be beneficial, it is important for educators to be cautious in their selection of these books. Many of these books contain harmful images, negative stereotypes, and misconceptions about diverse characters. Therefore, the purpose of this qualitative case study was to understand how elementary school teachers selected and implemented multicultural literature into their classrooms. The data for this study was collected through interviews and think aloud recordings with 3-5 grade teachers and instructional support staff in a rural setting. Findings concluded that teachers have a variety of ways that they select and implement multicultural literature, however, there is still a need for additional trainings and support in helping educators select and implement authentic multicultural literature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]