This study investigates the role of self-reflection in enhanc- ing empathy among Vietnamese tertiary English as a Foreign Language (EFL) teachers. Adopting a narrative inquiry approach, the research ex- plores the experiences and perceptions of nine EFL teachers from vari- ous career stages in two Vietnamese institutions. The theoretical frame- work is grounded in the theory of reflective practice and transformative learning theories, offering a comprehensive lens to examine the inter- play between reflective practices and empathy development in teach- ing. Through semi-structured interviews, the study uncovers several key themes: enhanced empathetic understanding through reflective practice, the facilitation of cross-cultural sensitivity, the intersection of self-re- flection and empathy in pedagogical evolution, the enhancement of emotional intelligence, and the bridging of cultural and emotional gaps through reflective empathy. These findings suggest that reflective prac- tices are instrumental in developing a deeper sense of empathy, which positively impacts teaching approaches, cultural awareness, and emo- tional intelligence.