"Dear Author: I have read your story and liked it very much. Now, would you read mine?" As a children's author I receive many letters and emails from children. In fact, every year millions of electronic and regular mail exchanges take place between students and authors. While researchers have brought considerable attention to young readers and texts (Corden, 2007; Galda, Ash & Cullinan, 2000) little academic research has been conducted on the interactions between living authors and children. Shifting into unexplored territory this qualitative study describes the findings of a survey given to Canadian children's authors in 2007. With over seventy authors participating, this research reveals the profound, hidden dialogue between writers and readers, an exchange that finds authors infusing imagination into Language Arts programs across the country. The research questions were designed to explore authors' interactions with children at a time when discussions surrounding children's literacy, literature-based classrooms and the arts in education are leading areas of interest in schools, governments and academia. Mentorship by an expert (Vygotsky, 1978; Rogoff, 1990) is a central component of research that explores the relationship between writers and readers. This research builds on the work of Australian children's author, Margaret Clark (2003), researchers Jefferey Wilhelm (2004), Kuhlman & Moutray (2002), as well as theories of reading developed by literary critic Margaret Meek Spencer and author Aidan Chambers (Meek, 2005; Chambers 2001).