As diversity grows in schools, educators must consider how to create environments where students develop respect and empathy toward others. Integrating high quality multicultural literature provides meaningful experiences for students to investigate society and acknowledge and interrogate their own beliefs and biases. While many teachers acknowledge the importance of incorporating literature that reflects the diverse populations of schools, effectively implementing multicultural literature into the learning environment is both a complex and analytical task. This phenomenological research design examines how primary teachers use multicultural texts for classroom read alouds.