The purpose of this paper is to discuss a pilot study conducted in a graduate action research class that sought to investigate the impact of multicultural literature experiences on third-grade students' ability to make empathetic connections in their writing and discussions about literature. Conducted as participant action research, five multicultural literature selections were utilized as interactive read alouds in a class of 17 students. Researcher journal entries and student graphic organizers were employed to collect student responses. Findings included significant weaknesses in emotional vocabulary, multicultural read aloud format being motivational to students, and decreased emotional responses to story settings too similar to the students' own experience.