After 20 years, the research on empathy in teacher education has grown tremendously. This concept originally explored in our article 20 years ago, raised questions regarding the type of empathy and its potential implications for preparing culturally responsive teachers. Though research on empathy has increased 3-fold, teacher educators still struggle in our preparation of effective teachers for all children. One positive step forward in this recent line of research has been the centering of empathy in a more critical frame cautioning us against the concept of inauthentic or false empathy, as well as questioning whether empathy is enough. [For "The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs," see EJ667202.]