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This article describes an action research project conducted under unusual circumstances. The project evaluated the effectiveness of using books to assist a kindergarten-age victim of sexual abuse. A partnership consisting of teacher educators, the classroom teacher, and the school psychologist first developed an approach that included not just the victim but his classmates, who benefitted by acquiring knowledge about abuse and strategies for dealing with it. The team then monitored the attempt, which was intended not to interfere with counseling efforts. Results included a dramatic breakthrough in the child's behavior, marked by acknowledgement of what had happened. Moreover, the children grew demonstrably in their knowledge of strategies they might apply if confronted by abuse and in their understanding that books can help them to solve problems in general. Changes in the classroom teacher's knowledge as a result of participation are also described.