The purpose of this project is to create a research summary and overview the field of how history relates to narrative film and how it relates to secondary education, especially in Sweden. Two research questions were posed. First, what does research say about the relationship between history and narrative film? Second, what does research about narrative film as a didactic tool in a history classroom setting, primarily in Swedish upper secondary school? Research was collected by means of using databases such as Swepub, Libsearch, ERIC and ERC and using applicable search strains, but also through reading previous course literature and finding more sources through it, as well as libraries. While extensive research can be found regarding history and its relationship with narrative film as well as the pros and cons that the medium carries, there was less but still satisfactory research concerning its use in history classrooms. In conclusion, research shows that the relationship between history and narrative film is complex because of its overwhelming commercial purpose. It should not be studied in a manner of error correcting history, but should rather be analysed as a representation, a use of history, and preferably compared to others. Historical representations in narrative film often say more about their own context of production and the society that created them, rather than the history conveyed itself. With regards to the second question, researchers are convinced that historical narrative films can stimulate historical empathy, but working with analyses of uses of history must be done with precision, as students often get absorbed in the plot and characters of the movie and have difficulties comprehending the historical representation at a deeper level.