This study aimed to define, through an activity of historical empathy, the affective identification of teacher candidates with the soldiers who were the historical actors of the Battle of Sarikamish, and to analyse their statements of perspective taking for catching those soldiers’ points of view and the historical context in their narratives. The study group of the research consisted of 18 teacher candidates (9 females and 9 males) who have been taking the “History Teaching Methods” course in the Department of Social Studies Education in the 2018-2019 school year. This is a qualitative study designed as a case study. The data collection tool of the research comprised soldier letters that teacher candidates wrote to their mothers. The data were analysed in accordance with the descriptive analysis technique. It was determined according to the results of the research that the narrative built in the letters was more based on affective empathy in the case of males, whereas historical context was emphasised in the case of females. It was observed that perspective taking statements were the second most encountered narrative statements in participant letters. It was determined that in these letters, participants often emotionally identified with historical actors and took perspective in consideration of their beliefs and attitudes. It was also observed that, in their narratives in the letters, participants drew on historical sources, set forth the conditions of the past, and carried out a successful historical empathy. Very few statements were found in the letters which suggested that the people who lived in the past had today’s knowledge (presentism).