Bullying begins in the preschool years and presents a public health concern for children of all ages with negative outcomes observed for victims, perpetrators, and bystanders. With an eye on intervention, research suggests that reading and discussing books may help to encourage perspective taking and compassion for others, even at an early age. The current study presented preschoolers with The New York Times bestselling storybook featuring an active bystander in a bullying situation and examined definitions of and responses to bullying both before and after reading the storybook. At the end of the study, participants reported what they learned from the storybook. Responses were categorized as direct defending (e.g., confronting the bully), indirect defending (e.g., supporting the victim), and inaction (e.g., remaining quiet). Participants included 89 children recruited from preschools in the Southwestern United States. When asked to consider themselves in the role of a bystander, results indicated that children were more likely to engage in an active response to bullying after reading the storybook. Findings suggest that educators may be able to use books highlighting active bystanders to discourage bullying behavior among preschool students.