In higher education, teacher empathy is a term that refers to the empathetic skills of teachers and has been researched since the 1980s. Multiple studies in fields such as medicine, nursing and psychology have shown that teacher empathy has reduced teacher burnout, improved teacher satisfaction and student performance. Within engineering education, there is increased research on empathy in recent years, but primarily aimed at introducing and improving empathetic skills of engineering students. There is very little research on teacher empathy within engineering education. In my current study, I explored the potential changes in perception of teacher empathy among three engineering faculty members as they utilized empathetic actions while teaching a second-year engineering course. I also explored the motivations and challenges that could arise in teacher empathy implementation. The outcome of this study could be used by faculty development programs, department heads and university deans to expand the implementation of teacher empathy within a college or university.