This qualitative study examines shared reading of books with racial–ethnic themes in order to further identify how young children and early childhood educators explore and discuss racial and ethnic concepts. Participants included 18 children and 2 caregivers from an early childhood classroom in a university child development laboratory in the United States. Group reading times were video recorded and transcribed during a 3-week period. Results show that participants engaged in discussions surrounding basic components of anti-bias goals (such as phenotypic characteristics, similarities and differences) but stopped short of conversations related to superiority, inferiority, stereotypes or hurtful behaviors. (author abstract)