Two first-grade teachers and a university researcher study children's inquiry-oriented responses to literature to better understand how children's experiences during read-alouds (and in related, later conversations) help them enlist others in their efforts to make sense of race. The authors argue teachers should be making spaces for children's curiosities about race, and teachers should be inquirers alongside children as they make meaning of complex issues of diversity. (Contains 1 figure and a list of children's books and media cited.)