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This article examined how elementary educators understood the experiences of Black students during remote learning and subsequently demonstrated empathy for Black students during the 2020-2021 academic year. While there is ample literature on the benefits of empathy on student outcomes, much of this research falls short in capturing the utility and complexity of empathy in remote settings. Moreover, much of the literature on empathy omits the role that identity plays in conceptualizations of empathy. Findings from this study suggest that in order for educators to bypass the physical and psychological distance created by remote instruction, educators must develop innovative and iterative practices that allow them to develop an in-depth understanding of their students, which will allow them to demonstrate appropriate empathic actions.