The chapter serves two purposes. The first is to clarify and expand upon some key theoretical components of historical empathy. The second is to briefly explore how these theoretical constructs can be practiced within the classroom. Empathy remains a contested term and many in the field choose to use other terms. The author continues with a discussion of what historical empathy is not: imagination, identification, or sympathy. According to the author, historical empathy involves a thorough appreciation of historical context. In order for historical empathy to enhance historical thinking and understanding, multiple forms of evidence and perspective are required. Historical empathy requires students to understand and be cognizant of their own perspectives and encourages well-grounded tentative conclusions. The author concludes with how to put historical empathy into practice by following eight guiding principles.