This study reports on the impact of the Authorial Empathy Scale (AES), a tool designed to measure responses to literature that balance attention both to authors’ aesthetic choices and to empathetic engagement with the narrative world, on teachers’ instructional practices and students’ written and spoken responses. The research is guided by the following research questions: (1) In what ways, if any, does a literary unit intervention designed to foster readings of authorial empathy shape the teaching practice of two secondary ELA teachers? (2) In what ways, if any, does a literary unit intervention designed to foster readings of authorial empathy shape secondary students’ responses to texts? Data consist of stimulated-recall interviews and discussion transcripts of teachers and students that were analyzed for the goals, tools, and sources of their decisions. The major findings are the use of the AES seemed to facilitate a common approach among teachers and students for generating more balanced responses to texts. However, sustaining the balanced responses faced challenges in the form of institutional rubrics, IRE discussion patterns, and the specific demands of writing tasks. Students who evidenced greater mastery of the conventions of academic writing tended to generate more authorially empathetic responses to texts. During the Authorial Empathy unit, students tended to engage in more extensive and collaborative talk turns during discussion. The results make clear the importance for teachers to select texts, tasks, and tools that support the use of the AES in guiding students to respond with authorial empathy. / Literacy & Learners