Empathy is widely recognized as the psychological foundation for prosocial behavior, yet very little is known about methods to increase affective empathy in students and trainees. The present research sought to assess the reliability and potential boundary conditions of one such intervention-a brief emotional video featuring a boy diagnosed with cancer. Study 1 found that the video succeeded in indirectly increasing empathic concern for an African American victim of police abuse among an ethnically diverse student sample in a classroom setting. Study 2 replicated the effect in an online environment among a population of near-racially homogeneous adults. The effect of this brief, convenient, positive-affect intervention is in line with other practice-based and negative-affect interventions.