This qualitative study investigates the responses of Vietnamese English as a Foreign Language (EFL) teachers to the integration of empathical practices in tertiary education. Focusing on a sample of nine teachers from  two  institutions,  representing  novice,  mid-career,  and  near-end  career  stages,  the  study  explores  their reactions  spanning  resistance,  negotiation,  and  acceptance  of  these  practices.  Employing  semi-structured interviews,  the  research  is  underpinned  by  social  constructivism  and  Lewin’s (1951)  three-stage  model  of change, providing a comprehensive framework for analysis. Thematic analysis revealed three key themes: the evolution  of  perception  towards  empathical  practices,  challenges  in  integrating  these  practices,  and  the negotiation  of  professional  identity  in  their  wake.  Teachers  at  all  career  stages  reported  a  dynamic  shift  in their perception of empathical practices, evolving from skepticism to acceptance. A significant finding was the universal  challenge  in  integrating  empathy  into  existing  teaching  paradigms  and  institutional  frameworks. Additionally, the study highlighted how teachers navigate changes in their professional identity as they adopt these  new  practices.  These  findings  contribute  to  the  discourse  on  empathy  in  education,  emphasizing  the complexities  of  organizational  change  in  educational  settings.  The  study  underscores  the  need  for  context-specific professional development and systemic support for empathical practices in teaching.