Guided by Vygotsky's zone of proximal development, this article examined whether characters in emotion picture-books express and talk about emotions in ways that are consistent with theory and research on children's emotions. In general, we found that picture-books recommended by experts in social-emotional development contain content that is fairly consistent with published research in early childhood. We also found parents' reading of the picture-books was consistent with the content analysis, even though we recorded their spontaneous emotion-based language in addition to the text presented in the picture-books. The findings also suggested that reading of emotion picture-books may increase preservice teachers' references to emotions, which could translate into greater use of emotion language in the early childhood classroom. Results are discussed with regard to the role of picture-books as an important source of emotion-related information for children, parents, and teachers.