Diverse books are needed in the classroom so that all children feel valued, but to what extent will teacher candidates include children's literature with diverse representations in their class libraries? A teacher educator uses stories with persona dolls to provide teacher candidates with the opportunity to practice culturally responsive pedagogy in their class library literature selections. After 10 weeks of listening to diverse stories and creating bibliographies that provide the persona dolls with "mirrors," teacher candidates reflected on their level of comfort and plans to include diverse representations in their future class libraries. All teacher candidate participants claimed to plan to include diverse representations related to race and ethnicity and abilities. An overwhelming majority claimed to plan including diverse representations related to religion, language, and family structure. Yet, barely half claimed to plan to include diverse representations of gender in their future class libraries. Reasons teacher candidates provided for not including diverse representations of gender include (a) that children are too young, (b) fear related to parental and administrative response, (c) feeling uneducated about gender diversity, and (d) religious beliefs.