There are many fairy tales that are well known to most young Americans. Most children are familiar with the basic structure of the fairy tale. They'll tell you there's usually a problem, a villain, a hero, and a lesson to be learned at the end. Using the familiar platform of a fairy tale is a great way for teachers to introduce multiculturalism into the classroom. Multicultural literature can positively shape awareness of different cultures. It is important for the teacher to ensure that the literature chosen does not promote prejudice or stereotypes. In this reflection I will examine Lon Po Po A Red-Riding Hood Story From China by Ed Young. By comparing and contrasting the story of Lon Po Po with the version of Little Red Riding Hood they are most familiar with, children will learn some similarities and differences between American and Chinese cultures. Lon Po Po's illustrations are done in panel style. They are dark with some blurry images making some images hard to see enhancing the scary parts of the story. Lon Po Po is set in the Chinese countryside. It is the mother who sets off to her grandmother's house, leaving behind her three young daughters. Since their mother will not return until the next day, the girls are told to enter the house at dusk and close the door. The crafty wolf saw that the girls were alone, and impersonated Grandma Po Po to trick the children into entering. From the beginning the eldest son Shang was very suspicious, while the two youngest Tao and Paotze were very excited to see Po Po and quickly opened the door. Shang kept questioning Po Po with things he found very suspicious, such as his foot having a bush on it, or his hands having… middle of paper… about their children, and giving them instructions in hopes of keep them safe. The differences in the stories are where students will begin to understand and appreciate Chinese culture. They will learn that Chinese people may not react to a situation in the same way and that emotions may be expressed differently. The Lon Po Po children showed no fear or excitement in killing the wolf. They might notice that there was a social order in which the eldest was the leader and the younger children listened, followed, and worked very well together. Students might infer that there is a different expectation for Chinese children to use their own ingenuity to solve their own problems without outside help. The hope is that students will understand the differences in the stories, positively shaping awareness of different cultures and eliminating stereotypes.