The objective of this study is to analyze the essence of lived experiences related to teacher empathy in the development of bilingual communication strategies; understanding empathy as understanding other people's experiences and warning of what someone else has lived as an alert to be attended to. The research corresponds to the interpretive paradigm, qualitative approach, with a phenomenological-hermeneutic design; The sample is made up of five Quechuaspeaking teachers; the individual anecdotes were used as an instrument of the direct observation technique and the semi-structured interview guide based on the anecdotes that correspond to the conversational interview technique. From the analysis of the results, thematic units called individual physiognomy emerge as reflection, trust, identity, empathy, satisfaction, insecurity and amazement; Subsequently, the results were categorized and triangulated, from which the group physiognomy or central thematic unit called empathy arises because of its relevance and significance in the lived experiences of teachers. It is concluded that teacher empathy is an emotional situation of the subject from the moment he apprehends the experience of the other; it is a particular experience capable of tracing the path towards a phenomenology of intersubjectivity and, also, towards the constitution of the shared objective world.