Scholars from various disciplines have theorized a relationship between reading fiction and empathy. Research in cognitive studies suggests that understanding fiction requires Theory of Mind, or the cognitive ability to understand the feelings and motivations of others. Some studies build on this research to suggest reading fiction helps to promote empathy, while others posit that more empathetic individuals are more likely to enjoy reading fiction. Education scholars have drawn on this conflicting research base to suggest that the use of young adult literature in the classroom can help promote student empathy. The few studies that have examined the relationship between young adult literature and empathy have focused primarily on adult rather than adolescent populations. This literature review finds that studies in education that posit a link between empathy and the reading of young adult literature cannot support that link as they rely on a limited research base, imprecise definitions of empathy, and divergent pedagogical approaches. Recommendations for classroom literature instruction engaging empathy are provided.