In scholarship on language pedagogy, there is growing momentum for teaching Afrodescendant literature in language classrooms. Various teachers and scholars of languages and literatures have responded to the need for greater racial inclusion in language curricula by exploring approaches to teaching Afro-Hispanic literary texts (Villegas Rogers 2006; Maddox 2021; and Parker 2023). This article proposes a novel approach to including Afro-Latin American literature in intermediate and novice-level Spanish courses through author presentations. The purpose of the article is to empower language teachers to teach literature in our classrooms. Instructors do not have to be specialists on Afro-Latin American literature to lead this task because students become the experts through independent learning. Student-directed research on Afro-Latin American authors fosters both language acquisition and intercultural competence while placing students at the center of their own learning. Instructors set up a structure for the task and compose a list of authors from which students can choose, and students conduct their own research and teach each other about what they learned. Author presentations thus allow instructors the opportunity to introduce students to not just one or two Afro-Hispanic authors, but many. The objective of doing so is to illustrate a more representative history of Latin America and thus contribute to a more inclusive world language curriculum.