This article presents popular misconceptions on teaching culturally relevant books and provides strategies that can inform the search, selection, and teaching of books in culturally responsive ways. Informed by relevant research and insights gained from collaboratively teaching a children's literature course at college level, I discuss how the teaching strategies suggested here can be adapted to suit the needs of high schoolers, especially in grades 11-12, in line with the ELA Common Core State Standards (CCSS). The recommendations offered represent a step forward to fight back against misinformation and fears of utilizing these books.