This study investigated the potential development and use of historical empathy in sixth-grade students while using the colonial-era historical education game "Mission US" and its associated learning activities. A collective case study was developed to describe and interpret students' experiences. The gathered data included the students' written and audio-recorded work from "Mission US" assignments, students' interviews, and a teacher interview. Data elements were coded with their corresponding characteristics of historical empathy as outlined by Foster (2001). Additionally, emergent thematic areas among the data were identified. The data analysis revealed that many students engaged in Foster's characteristics of historical empathy throughout their experiences. However, the more complex the characteristic, the less likely it was to be expressed in the data. Additionally, the data coding revealed that students understood most of what the game attempted to teach, including the motivations the game's historical characters had amidst the colonial conflict. The findings suggest that students gained or improved historical empathy skills during the course of their experiences with "Mission US" but that most students did not reach full mastery of the process. Additional experiences with historical education games, including other "Mission US" modules, may help students to reach mastery so long as the games can be adapted to leverage historical empathy as an approach to learning. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]