The last few decades have seen an increase in the amount of children’s books available in the market. However, many schools are still depending on traditional textbooks. Although research supports the use of a variety of children’s books across the curriculum, the literature reveals that the body of children’s books teachers use for classroom is imbalanced in several ways. The sole and proximate professionals, the teachers themselves have been used to dispensing information, not guiding pupils wide reading habits. This, in turn, has made the whole work or pupils reading to learn unfruitful, since it blocks creative envisage.It is found that the most significant constraints were situated largely outside the classroom. This work, therefore, provides information about the current status of children’s literature; not only to professionals in the field of education; but to anyone who wish to improve the situation under investigation. The literatures reviewed helps to find out appropriate ways of selecting and integrating trade books with the content areas instruction.