Children's literature is considered a channel for providing socioemotional skills. This study examined the way social-emotional learning (SEL) is reflected in the Hebrew and Arabic children's literature in Israel, based on a content and semiotic analysis of 50 works included in the state program "March of Books", for Jewish schools, and its sister program for Arab schools. The findings indicate that world literature works translated into either Hebrew or Arabic have established socioemotional skills more than the original works in either language. Moreover, Hebrew works have established such skills more than have Arab ones. Finally, whereas the Hebrew works have established individual skills such as self-management, in addition to social awareness skills designed to strengthen individuals' attachment to their country, the Arab works have established interpersonal skills designed to strengthen individuals' attachment to their immediate social environment. These differences suggest that the determination of skills to be provided by children's books is affected by external, sociopolitical factors, and by divergent cultural perceptions of childhood. Children's literature may be used to promote SEL when integrated in government educational programs that strike a balance between local and world literature, represent the sociocultural diversity in the learner's immediate environment, and promote multicultural values. The current findings can help decision makers determine the contents and select the titles most appropriate for SEL. Finally, they may inform a practical guide, helping authors of children's books to integrate socioemotional skills in their works.