Teachers know the value of reading aloud to support children's learning and to foster a love of books (Glazer & Giorgis, 2005). In fact, many teachers have dozens, if not hundreds, of books on a vast number of topics. However, for reasons that range from lack of time to curriculum constraints, teachers may not always carefully examine what they read aloud (van Kleeck, 2003). Some may not have the background knowledge to be able to adequately judge books as accurate portrayals, particularly when the books are about cultures different from their own (Short & Fox, 2003). Despite numerous content analyses of books for children, the books teachers actually select to read aloud have often not been studied closely (van Kleeck, 2003). The purpose of this article is to assist teachers in choosing high-quality books to read aloud to young children.