This study examined the application of dialogic reading strategy by using children's books regarding emotionally-sensitive topics and explored the teacher-student book discussions. The participants of the study included one teacher and her 29 five- to six-year-old students. Sixteen children's picture books that were related to eight emotionally-sensitive topics were used as the reading materials. This study collected oral data, group reviews, and the teacher's feedback. The results indicated that the frequency of open questions used by the teacher was higher than that of closed questions. In addition, the reading skills of recall and distance were used more frequently than those of prompt and repeat. Third, compared to the first time shared reading, teacher-student book discussions on emotionally-sensitive topics seemed more diverse, in terms of content. Finally, the training on children's skills of reading books about emotionally-sensitive topics appeared to be essential. Suggestions were also made for future research and educators.