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Increasing empathy toward others is an unspoken goal of many sociology courses, but rarely do instructors measure changes in empathy throughout a semester. To address this gap in the literature, I use a combination of quantitative and qualitative data gathered before and after students from five sociology classes participated in a simulation on domestic violence. I systematically evaluate whether students’ levels of global empathy, empathetic responses toward victims, definitions of abuse, and propensity to agree with victim-blaming attitudes change after completing this experiential learning activity. Posttest results suggest a statistically significant but small increase in global empathy scores, a growth in empathetic responses toward victims, an expansion in students’ definitions of abuse, and greater disagreement with victim-blaming attitudes. I discuss ways sociology instructors can use this simulation as a tool to help students comprehend a difficult subject matter while simultaneously engendering empathy toward victims of abuse.