Previous research has established relationships between reading fiction and increased empathy levels, an effect amplified by reading young adult fiction and by feeling transported by, or wholly immersed within, one's reading. Given the established correlation between increased empathy and decreased intolerance levels, reading fiction may decrease intolerance levels as it increases empathy levels; however, a gap in the research exists. This 10-week mixed methods intervention study examined pre- and post-test data in conjunction with analysis of student artifacts produced in five secondary-level language arts classes. Results provide evidence that reading fiction benefits students by increasing their empathy and decreasing their intolerance. Choice in text selection and reading transportation are shown to increase student engagement and improve learning. These results suggest that teachers should prioritize student choice and transportation for deeper learning in the language arts classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]