Empathy has garnered increasing recognition as a pivotal component of teacher–student interactions and a notable determinant of student achievement. Nevertheless, the exact impact of empathy on teacher–student interactions remains elusive, despite research endeavors into the neural mechanisms of teacher empathy. Our article examines the cognitive neural processes of teacher empathy during various forms of teacher–student interactions. To this end, we first present a concise review of theoretical considerations related to empathy and interactions, followed by an extensive discussion of teacher–student interactions and teacher empathy through both “single-brain” and “dual-brain” perspectives. Drawing on these discussions, we propose a potential model of empathy that integrates the affective contagion, cognitive evaluation, and behavior prediction aspects of teacher–student interactions. Finally, future research directions are discussed.