Current events and social movements aimed at bringing awareness to oppressed groups have reminded us that the United States has still not achieved justice and equality for all. Social and political tensions have become inescapable in our increasingly connected world. Therefore, students need to learn about diverse ways of knowing and being in a pluralistic society. Since publishing and education companies compete for business, the amount of digital and print resources available to teachers can be overwhelming. Because a vital component of a multicultural education includes diverse materials that authentically portray views and experiences from a wide range of cultures, traditions, and values, it is necessary to critically analyze the curricular content that teachers are expected to use in their classrooms. The purpose of this study is to analyze the literature that is included in district-approved book lists for public schools to determine how these texts support the principles of multiculturalism and multicultural education in sixth-grade classrooms. The tenets of critical multicultural analysis (CMA) guided this critical content analysis. Because teachers in these districts are limited to choosing books from approved lists to read with their students, the texts for this study were selected from approved literature lists that were provided by three public schools in North Texas. Although previous research on curricula and textbook analysis is available, little of that research analyzes approved literature lists in public schools. Since school districts are preparing to teach changing demographics and are striving to become more equitable, this study can offer insight into how the chosen texts align with broader district goals for meeting the academic, social, and emotional needs of each student.