In a scene common to early childhood educational settings, a group of kindergarteners sit clustered on the rug in front of an adult reading. But these particular children are participating in a special kind of read-aloud, one with a unique and direct purpose. These children are engaging in a unit of study that focuses on helping them think about gender and talk about gender in more inclusive, equitable and justice-oriented ways. Using high-quality children’s literature as an entryway into these conversations, the classroom teachers, partnering with a university researcher, are working together to try to prevent bullying attitudes and behaviors before they begin.