Children’s literature, or trade books, address many scientific topics, both in narrative and expository forms. They provide a context for developing process skills (Monhardt and Monhardt 2006) and help create a sense of place (Wells and Zeece 2007). In addition, they are often more fun to read than a dry textbook, accommodate a wide variety of reading skills and learning styles, and are often more up-to-date and inclusive of women and minorities than textbooks (Rice 2002). However, teachers need to use caution when selecting books for a given science unit. This month’s column describes some strategies that can be used to incorporate children’s literature in the science classroom effectively.