In this inductive study, a body of empathy-related research is reviewed for the purpose of identifying theoretical and pedagogical implications for a college-level, introductory course in speech communication. The results of studies conducted primarily in the fields of psychotherapy and counseling are summarized. Evidence which places empathy at the center of interpersonal functioning indicates that the emphatic process needs to be given more emphasis in communication theory. Several conclusions emerge when the teaching of speech communication is viewed in terms of empathy research: the teaching of empathy supports both contemporary communication theory and the central goal of communication skills improvement; the teacher's empathic ability is important to the students' empathic growth; research data identify factors that are important in setting realistic goals; and research data provide a basis for choosing the most effective training methods to be adapted for the classroom. (RB)