The central argument proposed within this article is that while recent publishing trends in children's and adolescent literature have changed for the better (Cooperative Children's Book Center, 2020) and research about the importance of diverse reading experiences for students has become concentrated, centered, and validated (Adichie, 2009; Bishop, 1990; Ebarvia et al., 2020; Parker, 2020; Thomas, 2016; Tschida et al., 2014) many schools are still struggling with changing or hesitant to change the texts centered in classrooms with youth. In the end, this article provides practical steps that practicing teachers can take in order to feature the voices and narratives of historically marginalized individuals within literacy classrooms.