Within secondary English language arts (ELA), concerns about the use of whitestream curricula have fueled numerous studies regarding the authorship of works included in anthologies (Applebee, 1991; Hansen, 2005; Mikkelson, 2009; Pace, 1992; Rojas, 2010) and on the lists of required full-length titles (e.g., Applebee, 1989; Hoffman, 2007; Stallworth & Gibbons, 2012; Stallworth et al., 2006). These studies have revealed that although there has been a notable increase in the percentage of titles by authors of color (e.g., Stallworth & Gibbons, 2012; Stallworth et al., 2006), that increase has been inconsistent across genres (e.g., Hansen, 2005; Pace, 1992) as lists of full-length works have continued to privilege titles by authors of European descent (e.g., Hoffman, 2007; Stallworth & Gibbons, 2012). However, the majority of these studies were conducted more than a decade ago. Little is known about the authorship of the book-length works included in recently developed ELA curricula. Therefore the study reported here examined the book-length works included in the secondary (Grades 9-12) ELA "Guidebooks 2.0 (GB2)" curriculum, a digital open-education resource that has been endorsed by schools and districts throughout the United States. Specifically, the study examined the share of full-length works by authors of color, the types of full-length works by authors of color, and the extent to which these works were integrated into the secondary "GB2" curriculum. By doing so, the study sought to illuminate the ways in which the selection and integration of full-length titles in the secondary GB2 curriculum served to privilege or disprivilege the voices and perspectives of authors of color.