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The purpose of this study is to illuminate the possibility of the Black Child’s Public Sphere in which the young Black American community receives, elaborates upon, and formulates racial meanings, which are largely informed by a collection of literary-based messages. As sociologist Marie Gillespie articulates, “the concept of the public sphere is used both as a critical tool of cultural analysis, and as a measure of democratic communications” (Gillespie 1998: p. 1). This study aims to expand this understanding of the public sphere by uniquely examining the culture and communications of Black children concerning race. Oft-times, these messages are derived within the nexus of adult-centric spheres. Yet, how do Black children consciously create their own meanings about race? To what extent do literary texts—namely children’s books—inform the Black child’s racial ideology, racial identity, and racial imagination in an exceptional manner? I will answer these questions mainly employing qualitative methods of focus groups and interviews with Black children ages 10-14 years, in Nashville, TN. This study will focus on the range of racial meanings that Black children develop, which are experientially dependent on their construct of messages gleaned through peer interaction, consumption of public-societal and private-familial influences, and the extent to which they derive such racial messages from Black children’s books. Black children’s books is a specific textual space I posit to be a part of the Black Child’s Public Sphere (B.C.P.S) and a mechanism facilitating racial imagination.