The purpose of this historical didactic investigation is to study whether there is a connection between emotional dimensions and the development of narrative competence. The question is whether the emotional dimension is an important aspect of this ability and a prerequisite for creating meaningful and developing history education. Research on the subject is relevant as the emotional dimensions is most often impaired or forgotten in both history education and historical didactic research. The research in this study is based on Rüsen's theory of narrative competence and Nussbaum's emotional theory. The emotional theory is used to contribute to understanding emotions and how emotions can affect value assessments. To gather empirical data, senior high school students were assigned a task to write a historical narrative using historical sources. A narrative analysis and a three-level content analysis have been applied to identify and analyse students’ expressions of emotional dimensions and narrative competence. The conclusions of the study indicate that emotional dimensions is significant and can develop narrative competence that are meaningful. The study shows that students who use more expressions for emotional dimension, also demonstrate more developed narrative competencies. It is noteworthy that some students without significant narrative competence use developed expressions of emotional dimensions. Which may indicate that lack of knowledge is compensated by one´s own experiences and emotions. Emotional dimension is fundamental abilities: how to listen, understand the feelings of others, and knowing how to communicate and promote mutual respect is very important. It is a way of gaining self-knowledge, self-control and expressiveness. The emotional dimensions is undoubtedly a dimension of human life that should be highlighted.