Teachers report using trade books in the science classroom to humanize the subject matter, appeal to student interests, and aid with understanding (Fang, 2014). Trade books are deemed easier to read aloud and more appealing to younger readers, while some teachers also believe that trade books add an emotive element to the field of science (Donovan & Smolkin, 2001) and humanize its content (Buxton & Austin, 2003). Further, teachers contend that trade books provide a more equitable representation of women and people of color (Rice, 2002) and portray science as a process of inquiry (Fang, 2014). This article analyzes two recently published science picturebooks by author/illustrator Jason Chin, "Coral Reefs" (2011) and "Redwoods" (2009), which were included on the National Science Teachers Association's Outstanding Science Trade Book (NSTA-OSTB) annual lists in 2012 and 2010, respectively. "Coral Reefs" and "Redwoods" are informational texts about the natural world, include curricular materials designed for teachers on companion websites, and contain human characters depicted in the images of the book but not in the text. The authors focus on "Coral Reefs" and "Redwoods" because the picturebooks share several similarities. Both picturebooks are formatted as a cohesive main body with a separate two-page addendum, use the language of informational texts to convey facts about the natural environment to the reader, and share unique image features: a human character journeying with a companion through settings with permeable boundaries that transition from a human world to a natural world and back again.