The purpose of this phenomenological study was to explore the ways that early childhood teachers were “making waves” as they fostered equitable classrooms through multicultural picturebooks. Through a thematic analysis of one-on-one interviews and a virtual book selection simulation, five early childhood teachers offered their insights on the potential barriers teachers may face in selecting and using such books in their classrooms, as well as their suggestions for curating classroom libraries that highlight books that serve as mirrors, windows, and doors for children. These insights have the potential to support other early childhood teachers as they make waves of their own and leverage multicultural children’s literature to build equitable classrooms. (author abstract)