Empathic communication improves satisfaction and clinical outcomes, yet formal empathy training in residency is often minimal. Recent reviews of such interventions show mixed results and are often limited by no patient input, brief study lengths, and insufficient reporting of curricula used. This study examines the effects of a unique empathic communication curriculum for pediatric residents using validated surveys and original feedback tools. Study design addresses the limitations above with the intent to create a curriculum for use by any program. We randomized 23 residents in 2 institutions for empathic communication training. Training occurred at the start or 6 months into the 12-month study. We measured empathy and mindfulness using 4 distinct instruments (2 for residents, 2 for parents) at 5 set timepoints. Residents also completed weekly self-reflection tools, a booster training session, and monthly mentor sessions for 6 months after their training date. One institution's residents gave post study interviews. Parent surveys showed statistically significant rises in resident empathy after training (2.5%, p = 0.02 and 2.9%, p = 0.012). However, baseline scores were already high (90.2% and 88.6% respectively) limiting the amount of quantifiable improvement possible. Resident completed surveys showed no significant rise in scores with training. In qualitative analysis of mentor sessions and post study interviews, residents found the training helpful, noting improved attunement with families and perceptions of parent satisfaction. Residents especially cited better emotional self-regulation, greater focus on addressing parents’ prime concerns, and involving parents more in plan development. Empathic communication is a crucial skill for pediatricians, but many programs lack curricula that create lasting behavior changes. With modifications based on feedback from this pilot study, we believe this model for empathic communication education can be successful and reproducible at other institutions. This was funded by an APPD Special Projects grant.