This article focuses on a critical examination of two children’s books authored by Métis children’s book author Deborah Delaronde: Flour Sack Flora (2001) and Flour Sack Friends (2003). It argues that recent scholarship on the first of the books, Flour Sack Flora, is based on a postcolonial approach that overemphasizes hybridity and narrowly focuses on the purported métissage of the text. This reading approach is emblematic of a wider problem: Métis literature is frequently read through the lens of the author’s presumed “mixed-race” Métis identity and readers’ limited knowledge about Métis people as Indigenous people. This article therefore de-emphasizes hybridity in order to advocate for an Indigenous peoplehood approach to reading Métis literature. This approach moves away from reading for race to cultivate a greater understanding of Métis children’s literature and develop a body of literary criticism that is more meaningfully attuned to who Métis people are.