Scholars and educators are turning to culturally responsive education to create more inclusive and equitable educational experiences for an increasingly diverse student population (Gay, 2010, 2013, 2018; Ladson-Billings, 1995a, 1995b, 2014). However, despite its immense potential, challenges and pitfalls still exist (Sleeter, 2012; Warren, 2014, 2018). Recently, there has been a growing call to apply empathy with culturally responsive education, leading to increased scholarly attention towards their relationship (Berkovich, 2020; McAllister & Irvine, 2002; Warren, 2018). This study used an explanatory sequential mixed-methods approach to contribute to this growing body of knowledge. The study aimed to explore the relationship between empathy and culturally responsive education, focusing on the cognitive and affective components of empathy among K-12 public school teachers in California. The study collected data using questions from the Interpersonal Reactivity Scale (Davis, 1983) and the Culturally Responsive Teaching Self-Efficacy Scale (Siwatu, 2007). Additionally, teachers participated in semi-structured interviews. The data was analyzed using Structural Equation Modeling for quantitative data and coded qualitative data to provide context for the quantitative data. The results revealed that while empathy can be measured, cognitive empathy through perspective-taking and affective empathy through empathic concern are distinct and independent constructs. Furthermore, culturally responsive education was not a first-order construct but consisted of three distinct and independent constructs: classroom relationships, family relations, and instructional strategies. The qualitative data provided further insight into the complexities of the relationship between empathy and culturally responsive education. It suggested that empathy and culturally responsive education are developed through practice, continuous professional development, and reflection. The findings underscore the need for educational paradigms to shift towards recognizing the importance of connection in creating inclusive and equitable educational environments. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]