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Literacy scholars assert that an introduction to diversity and global perspective using literature is most effective at the elementary level (Lehman, Freeman, & Scharer, 2010; Schultz; 2010; Stan, 1999) and well-trained teachers can teach multicultural literature and international literature to all students with the same success and expectations despite their own different background/race/gender (Schultz, 2010, p. 18). However, a number of factors influence K-12 educators’ selection of children’s books for classroom use (Serafini, 2013). This study focuses primarily on what happens when in-service elementary school teachers transact with selected international children’s picturebooks. By focusing on how and why teachers vacillate between aesthetic reception and resistance (Rosenblatt, 1978; Soter, 1997) when reading international children’s literature, we can better understand ways by which we can match readers (teachers and students) with international children’s literature. Additionally, we can better understand the ideological underpinnings of elementary school teachers’ transactions with the selected international children’s picturebooks.