The purpose of this study was to investigate possible changes in perceived empathic behaviors and the ability to recognize these behaviors in undergraduate music education students. This study was conducted in two parts with independent participants in each. The measurements used in this study included the Basic Empathy Scale (Jolliffe & Farrington, 2006) and a researcher-developed survey based on the Model of Teacher Development by Fuller and Bown (1975).The first group of participants were interning undergraduate music education majors (n = 10) who completed the Basic Empathy Scale (BES) before and after their fourteen-week internship. The second group of participants consisted of undergraduate music students (N = 29) majoring in music education (n = 16) or a variety of music non-education majors (n = 13). Part Two participants viewed 2-minute teaching videos recorded by interning teachers and rated each video on the perceived level of concern exhibited for self, task, and student impact by each intern. Additionally, participants in Part Two described observed behaviors in an open-response format.Results from Part One showed a significant decrease in self-reported cognitive empathy and no significant difference in affective or overall empathy after the fourteen-week internship. Part Two participants’ responses suggested there were few differences in ratings of self-concern, task-concern, and student impact-concern between videos recorded in the sixth week and the twelfth week of the internship. Comparisons between demographic groups suggested no significant differences between ratings of the level of concern and analysis of open-ended responses.The results of this study emphasize the need for teacher education programs to integrate empathy development into their curricula. Based on the data from the current study, it appears empathy may not naturally develop over time in the education degree program or through interactions with students during the internship. Implications regarding teacher development and education were suggested based on these results. Previous research has indicated that increasing empathy may also impact teacher retention and burnout (Reiss, 2017). Pre-existing literature also advocates for using empathy to guide decisions about pacing, questioning, the ability to motivated students (Maslow, 1943; Rohwer & Henry, 2004), manage classroom behavior (Blair, 1984), and meeting the emotional needs of students to impact student academic success (Cooper, 2004; Maslow, 1943; Meyers et al. 2019; Vygotsky, 1986). Future researchers may consider examining and possibly expanding the current definitions of teacher quality to include contextual factors and psychological impact (Jennings & Greenberg, 2009).