The purpose of this qualitative research study was to investigate primary teachers' perspectives about whole-class read-alouds with diverse children's literature (DCL) and their practices for implementing and conducting them. This multiple and instrumental case study drew from critical sociocultural perspectives. Five primary teachers (grades K-3) participated in semi-structured interviews and journal writing, as well as sharing classroom artifacts related to their read-alouds with DCL. Data analysis included open and axial coding, constant-comparative analysis, and within- and cross-case analysis. Findings from the study indicate that the teachers had to negotiate their school contexts to hold read-alouds with DCL, even in schools that worked toward diversity, equity, and inclusion. Additionally, teachers viewed their read-alouds with DCL as a space where students could (re)shape their identities and social understandings. Findings also indicate that the teachers constructed read-alouds with DCL to foster identity building and recognition, including developing a sense of community identity. Teachers also had an open format for their read-alouds that encouraged their students to enact their power and agency to make meaning with the text and their peers. Implications for future research, primary teachers, administrators, and early childhood/elementary teacher education faculty are provided. [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.]