In this article, we explore how character perspective-taking can support students' reading comprehension, as well as opportunities to engage social-emotional learning (SEL). We start by defining character perspective-taking and SEL. Then, we present strategies for practicing character perspective-taking in classrooms, how these strategies are connected by research to improved reading comprehension skills, and how they can benefit SEL. More specifically, we outline three strategies to support incorporating perspective-taking in the classroom including practicing perspective-taking in small groups, building students' emotion vocabulary, and including images and sounds when engaging students with texts, each of which correlates with improved narrative comprehension. By building a practice of perspective-taking in our classrooms, we are not only growing our students' reading comprehension and building space for SEL, but we are honoring what our students bring to the table as readers and as people.