The present study investigated how an instructional coach supported elementary classroom teachers in critically analyzing interactive read-aloud texts and facilitating critical conversations with students about inclusive picture books. Extant literature highlights the importance of the representation of all identities in children's literature. This qualitative collaborative inquiry research study was framed by critical literacy theory. Six classroom teachers in grades kindergarten through 5th grade participated in this research. Children's books are a valuable instructional tool for a variety of reasons, but educators must think critically when choosing books for their classrooms. Many teachers are unaware of the effect that the books in their classroom libraries or the books they use for instruction can have on their students. One reason is because some teachers lack the critical literacy skills necessary to analyze these texts. The potential benefits of this study include recommendations for increasing teachers' positive perceptions and skills with instructing using inclusive children's books. If teachers become more comfortable using these materials and facilitating critical conversations with students, then students will gain a deeper understanding of diverse cultures and identities, which can build empathy, broaden perspectives, and develop social consciousness. Findings from this study could help instructional coaches mitigate teacher biases by supporting them in developing critical literacy skills. [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.]