Children’s literature is a powerful way to spark critical conversations about race and ability with young children. Yet engaging in authentic conversations about these topics can be challenging for novice teachers. In this DUBs talk, new Haring Center researcher, Dr. Maggie Beneke, will discuss how pre-service teachers’ own early educational experiences, university coursework, and fieldwork may leave them feeling ill-prepared for critical conversations. Dr. Beneke will share the results of research in which pre-service teachers analyzed video clips and child talk during book reading. Learn how this process helped pre-service teachers come to consider young children’s ideas about ability and race, recognize the need to talk about ability and race with young children, and brainstorm future practices. We will discuss practical implications from this study to promote ability and race talk in early childhood settings, including strategies for supporting teachers to reflect on their own identities, listen closely to children, and analyze video data.