The present article falls within the scope of children’s literature didactics. It aims at observing the quality of digital resources made available to educators in search of material to build teaching sequences. Two types of data guide our analysis: a questionnaire that highlights the representations of teachers in training regarding their knowledge of children’s literature, their level of didactic competence, and their use of digital resources; followed by an exploration of digital resources potentially useful to teachers, which was the second goal of our study. Our research ends with a few suggestions on what constitutes a pedagogical site, thus supporting teaching practices.