An inclusive educational setting is a model in which educators must have empathic sensitivity, which will enable them to identify the different needs of the various learners. However, there is gap in research concerning educators' own experiences regarding empathy within inclusive classrooms. This qualitative study with a phenomenological research design thus aimed to identify, through the use of in-depth interviews, the educators' own empathic experiences within their inclusive classrooms in the Dr Kenneth Kaunda District in the North West Province, South Africa. A sample of seven female educators from three schools participated in this study. The data were analysed thematically, and the following main themes were identified: intrapersonal pre-proficiency of educators; interpersonal understanding for learners with disabilities; having adaptive skills; and situational aspects that play a role in the empathic experiences of educators. It was determined that future research should focus on more districts in order to gain better representations of the North West Province, also in other provinces to get a better representation of South Africa. In addition, a program must be developed in which educators are trained in the necessary empathic skills.