The authors describe how the field of research into student’s understanding of history has grown, taking into account historical thinking. It emphasizes how important it is for students’ understanding of history to focus on historical interpretation as a meaning making process. On the other hand, although historical empathy offers another powerful tool in understanding historical inquiry, it is not researched as often. The authors address the notion of historical empathy by using previous research on theories and meanings. They purport that historical empathy should not be solely based on imagination, over identification or sympathy but should be an attempt to show that the development of historical empathy in students follows four phases: a historical event that requires the analysis of human action, understanding of historical context and chronology, analysis of historical interpretations, and evidence and construction of a narrative framework. The use of hindsight is key when using historical empathy when studying the past. The authors continue with a discussion of the possible meanings of historical empathy. Historical empathy is important in determining the space between context and consequences, where action lies. They provide a list of five steps to developing historical thinking in students, and suggest that the use of historical empathy may allow history to come alive for students and allow them to think critically about the past.