With the implementation of the No Child Left Behind Act of 2001 (2002) schools are challenged by high-stakes testing and the need to maintain a highly qualified teaching force. The focus of discussion is often effective interventions and strategies to assist students to become academically successful. However, a number of researchers (Kaplan & Owings, 2000; Kohn, 2005; Noddings, 1995a, 2005c) have agreed that there is more to teaching and learning than is represented by scores on a single test. Authors such as Noddings (1984, 2005b) and Kohn (1990, 2005) have discussed the importance of an ethic of care in the academic success of students. An explanatory mixed method design was chosen for this research because the use of both quantitative and qualitative data resulted in a better understanding of the research problem (Creswell & Clark, 2007). In phase one of this study, an ordinary least square regression technique was used to determine the relationship between the level of teacher empathy and their students' perception of care. In phase two, the researcher completed a line-by-line analysis of all qualitative data to determine emergent categories and themes. Results of the study revealed the importance of empathy in creating a caring classroom environment and challenging teacher educators to provide training and field experiences that promote and enhance empathy and care in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]