The flagrant failure of education institutions across the P-20 pipeline to adequately respond to the intellectual, emotional, and social needs of Black males is well-documented in the education research literature. Alternatively, empathy is theorized to improve the education practitioner's professional interactions with students of color. This literature must be extended to include practicing teachers' beliefs about empathy's utility, relevance, and application to their work with Black male students. Using factor and correlational analyses, this study validates the Scale of Teacher Empathy for African American Males (S-TEAAM). Findings indicate that two scales comprising the S-TEAAM are reliable for measuring teachers' conceptions of empathy and the application of empathy with Black males. Results further establish the utility of empathy in multicultural classroom settings.