This study investigated the attitudes and perceptions of four white fifth graders in a southeastern U.S. state toward gender roles and expectations after reading and discussing children's literature that portrayed females and males in diverse, nontraditional roles. Prior to the study, the students completed an art expression activity to assess their attitudes. From this, the researchers selected appropriate literature and identified areas of need. This art activity was conducted a second time subsequent to the literature and discussion sessions to examine signs of growths. Data came from student interviews, observations, field notes, student writings and art products, and audiotaped literature discussions. Results indicated that all four students' attitudes and perceptions of gender roles and expectations were positively influenced through the reading and discussing of children's literature with characters in gender equitable roles. Students acknowledged the importance of gender equity and recognized the limitations gender stereotyping can exert on people's ambitions, interests, and behaviors. They looked within themselves for answers to the problems plaguing the characters, people within their environments, and themselves. (Contains 61 references.) (SM)