The purpose of this action research study was to develop a deeper understanding of the effectiveness of teaching social justice principles in early childhood using critical literacy. By the time children enter Preschool, they become cognizant of visual differences between them and others in their environment and begin creating or adopting biases or personal preferences internally (Kim, Park & An, 2018, Spiegler, 2016). Participants involved in this study were children who were ages 4-5 in an early childhood program in an urban school district in Ohio The study was conducted within a 6-week time frame, with each read-aloud lasting approximately 45 minutes. This age group was chosen because it is a primary age group in early childhood education and the standard age for Kindergarten. Pre- and post- interviews were administered in order to measure and compare knowledge on multiculturalism, diversity and inclusion before and after the study. Microsoft Word and Excel were utilized to perform data analysis. Upon completion of this study, participants showed understanding of the content through responses in the post interviews, conversations during read-alouds and dialogue and social interactions with one another during free play. It has been established through this study that using critical literacy picture books in the form of read-alouds is an effective approach to teaching multiculturalism, diversity and inclusion to children in early childhood education. Further studies will be conducted to show sustainability and reliability on this topic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]