Building a classroom library while infusing multicultural (MC) content and multiple perspectives into the learning environment is an important job for teachers. Students need to have direct access to meaningful and relevant texts, and the classroom library is the optimal location. Teacher educators should strive to assist teacher candidates in building anti-bias libraries in early childhood and elementary programs with a wide variety of literature. Undoubtedly, teacher candidates wonder where and how to begin the process of selecting the best texts for their future libraries. How is it possible to know which books are the highest quality children's literature that represent a diverse reading list and demonstrate universal human experiences across a variety of cultures? In this article, the authors recommend that by using the six MC principles (Bennett, 2014) as a foundation and employing an evaluation checklist (see Appendix B) designed to elucidate literary criticism and absence of bias, teacher candidates will be able to develop and expand classroom libraries in the most culturally responsive manner. The purpose of this article is to underscore critical attention on educating the nation's teachers by developing a critical eye for high-quality MC literature that is available for the classroom as well as an ongoing commitment to seeking out the most effective array of literature for the children in their classrooms.