IDPBC is a transnational effort to compile international picture book collections, approaches and activities that address three issues of great importance to contemporary students and teachers across the globe: Inclusion, Diversity and Identity. Picture books have been proved to be extremely valuable educational tools, bringing multiple learning benefits to diverse groups of learners. Educationalists have repeatedly shown how reading visual narratives can enhance children’s understanding of their own identities and celebrating difference. IDPBC strives to empower children from disadvantaged backgrounds to see themselves in the curriculum, enable all children to function within diverse/multicultural educational environments, and prepare teachers to teach diverse learners. A total of 10,000 individuals are expected to be directly or indirectly reached by the project, including children and parents, teachers and teacher trainers, curriculum developers and policy makers. IDPBC builds on the approaches developed in the projects that preceded it, while also breaking new ground. Like the projects that have already been carried out, this new project capitalizes on the educational affordances of powerful visual narratives, by compiling a collection of carefully selected picture books and designing relevant educational material. At the same instance, IDPBC differs in that, unlike EPBC or EPBC II, the new project does not collect stories that represent specific EU states, cultures or languages. While these early projects are valuable, and are still being utilized by educators, the IDPBC project is innovative in the sense that it asks children and educators to be inspired by powerful visual stories in order to reflect on their own experiences and ideas about identity, inclusion and diversity. An additional innovation is that teachers will not be trained to merely utilize the proposed picture books and activities; the IDPBC consortium will develop an international network of educators who will continually share picture book recommendations and will empower educators to keep creating and integrating new collections. The central objectives of IDPBC are: 1) To compile a collection of international picture books in a range of languages, which can be used in classrooms for exploration and negotiation of identity, inclusion and diversity; 2) To develop, test and disseminate a series of picture-book-based approaches and activities that will support inclusion and diversity and ultimately reduce disparities in learning outcomes of disadvantaged learners; 3) To publish and disseminate a guide that supports practitioners in integrating IDPBC picture books in the curriculum, forming their own picture book collections and activities and engaging diverse students, parents and the community; 4) To provide training and professional development to pre- and in-service educators, equipping them with the necessary knowledge, attitudes and competences to successfully manage and support diversity through visual stories; 5) To provide an OER platform that enables pre- and in-service educators to develop networks of practitioners who integrate picture books in the curriculum to make teaching and learning more inclusive and accommodating. Children, teachers, student teachers and parents are educated and guided through activities that value diversity, combat racism and xenophobia and enhance the child’s self-image and self–efficacy. Diversity is also celebrated in the project’s languages, as some of the IDPBC stories will be in each participating country’s lingua franca, some in migrants’ other/expert languages, some will feature two languages (dual language picture books), others will have been published/translated in multiple languages and others will be told exclusively through images (wordless picture books). Migrant families and minority communities are invited to participate in the effort of identifying relevant picture books in their languages. As the IDPBC project aims to affect in a positive manner pre-primary and primary school pupils who feel or are considered to be “different,” in addition to migrant children, other categories of children will also benefit from IDPBC. These categories include: Romas and children with minority backgrounds; children at risk; children in care; children with same sex parents; adopted children; displaced children; and others. Finally, since learning to function in diverse environments and reflecting on one’s identity and stances towards difference is essential for every child growing up in a contemporary society, all pre-primary and primary school pupils in Europe and elsewhere can potentially benefit from the IDPBC stories, activities and educational approaches.