Representation in literature is not just symbolic; it significantly influences student identity, engagement, and empathy. Students who see themselves reflected in the texts they read develop a stronger sense of belonging, while exposure to diverse perspectives broadens understanding of the world. This study is intended to evaluate whether the fifth-grade curriculum provides students with both mirrors to see themselves and windows to see others. These experiences shape how children perceive not only themselves, but also those around them.  In essence, the goal is to know whether the stories students read are helping them grow into more empathetic, confident, and inclusive individuals. The gap in the research lies in the lack of any study to date that has directly compared district or school demographic data with the actual representation on fifth-grade reading lists in Colorado.