Teacher empathy has proven to be highly relevant for the educational process and for educational outcomes, while integrating it into the teacher practicing process is challenging. This study suggests using PSTs' (pre-service students) incorrect responses as a pedagogical tool for improving empathy awareness among them so that PSTs can feel empathy and not merely learn about empathy. Incorrect responses to conservation tasks, recorded in the process of interviewing 47 PSTs who major in science education, are used as a first step research. A possible approach to the arousal of empathy during the interview was unexpectedly revealed to learn about the PSTs' incorrect responses to conservation tasks. Confronting PSTs with their incorrect responses resulted in feelings of embarrassment, confusion, and even loss of self-confidence. Such feelings may help in evoking an attitude of empathy toward student errors, increasing PSTs' awareness to tacit knowledge and to students' tacit feelings and integrating bottom-up vs. top-down processes during PSTs' reflective practice; and might be regulated effectively to better instruction.