Children often stereotypically perceive scientists to be White men (Miller 2018; Barman, 1999) and such exclusionary stereotypes can dissuade Children of Color and White girls from studying science and pursuing a career in science (Steinke et al., 2007; Noordenbos, 2002; Fields, 1998). This study tested an intervention to examine whether children’s engagement with picture books featuring diverse racial, ethnic, and gender representation change children’s conceptualization of who works and has careers in scientific fields and their interest in science more generally. This study produced several key findings. Students’ conceptualizations of scientists were more likely to be stereotypical regarding gender than race or ethnicity. After the intervention, students were more likely to conceptualize scientists as a woman and/or Person of Color, with Girls of Color having a statistically significant change. Finally, girls and boys reported greater interest in science after the intervention.