This research project aims to explore the use of diverse picture books within the primary setting and the affect these books can have on pupils’ understanding of the world. A case study methodology was used to gather data from one school with participants consisting of three teachers and fifteen children across years two and six. The research found a discrepancy between classroom practice and teachers’ perceptions of their use of diverse picture books, with access to diverse literature restricting pupils from developing post-modern world views. The research concludes by highlighting the importance of supporting teachers and schools in adopting an inclusive pedagogy whereby diverse picture books are supplied and implemented effectively so that all members of the school community are represented in the literature accessible.