This article examines the relationship between social perspective taking (SPT) and student achievement in three domains: conflict resolution, historical empathy, and social studies grades. Although many have asserted that SPT relates to important educational outcomes, varying conceptualizations of SPT have impeded researchers' abilities to assess these relationships. Using Snow's model to guide the conceptualization of SPT as a complex aptitude, this study examines 278 students in 9th & 10th grade world history classes. This investigation hypothesizes that distinct dimensions of this aptitude (the propensity to engage in perspective taking and the accuracy of perspective taking) differentially relate to these three outcomes. Correlational and regression analyses indicated that SPT significantly related to all three outcomes and provided strong support for the use of Snow's multidimensional model in relating SPT to educational outcomes. Implications for future research and for classroom practice are discussed. (Contains 2 tables and 3 notes.)