This study conducts a critical content analysis of 36 picture books published in the US from 1992 to 2013 featuring transracial Chinese adoption. Conceptualized within mutiple frameworks, findings reveal that though the multidimensional aspects of transracial Chinese adoption are reflected in these children’s stories, the representations are varied in terms of authenticity, accuracy and complexity. Implications for literacy teachers, teacher educators, librarians and children’s literature researchers are also put forward in this study. This project is funded by the Science Foundation of China University of Petroleum, Beijing (2462015YJRC006).