The aim of this study is to examine high school teachers views and reasonings about the concept “historical empathy”. The previous research and theoretical aspect show us that the definition of the concept is unclear, as so what capabilities the student ought to develop. This study marks two different views of historical empathy: linje 1 where historical empathy are based simply on empirical methods and capabilities and linje 2 where personal interest and emotion towards the subject is underlined. The theory is based on the viewings from historism and postmodernity, the reality is relative and not to be generalized. The method consists by interviews with six high school teachers. The result shows us that the teachers define historical empathy as a deeper understanding for historical actors and their choices. They find multiple ways of working towards historical empathy and the capabilities that are required to be showed by the students are both based on cognitive and emotional understanding.