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Facilitated by an increased interest in children's literature in language arts classrooms and an expanding selection of quality nonfiction books written for children, the October 1991 issue of Language Arts centered on the theme, "Nonfiction, Language Learning, and Language Teaching." Today, it is difficult to overstate the important role children's literature and, in particular, children's nonfiction literature, occupies in pedagogical contexts. However, despite increased interest in nonfiction children's books, the findings of literacy research, new standards, and recent legislative mandates, critical research on children's nonfiction remains scarce and studies center primarily on topics like accuracy of information, design, organization, and style. Few studies examine critically the content of children's nonfiction in the ways in which children's fiction has been analyzed for decades: moving beyond text type, convention, and form to examine the depiction of cultural identities like race, gender, social class, ethnicity, age, religion, dis/ability, region, and sexual identity. This article shares the results of a content analysis of recipients of the Orbis Pictus Award for Outstanding Nonfiction for Children that spans 25 years, from the inaugural award year in 1990 through 2014, the current award year. In addition to providing an overall snapshot of the focal subjects depicted in these award-winning books, the author identifies avenues for future research on the content of children's nonfiction.