One of the purposes for providing children with multiethnic books is to promote acceptance of diversity, yet the results of this exposure have rarely been empirically studied. The purpose of this study was to explore the story-related topics of discussion initiated by eleven 4- and 5-year-olds as they used multiethnic books during small group adult-initiated readings and one-on-one child-initiated emergent readings in one daycare classroom. In addition to books containing only Euro-American characters, two multiethnic categories of books were used: Culturally Conscious, depicting a specific ethnic group; and Diversity Explicit, depicting various ethnic groups and containing text that specifically addresses diversity issues. The readings were audiotaped and content analysis of the transcriptions revealed slight differences in the themes and topics of child-initiated discussion that accompanied the different categories of books. The children initiated very few ethnically specific comments, but the Diversity Explicit books seem most likely to foster discussion specific to diversity issues. (Lists the 8 books read and 6 additional Diversity Explicit books.) (Author/RS)