The purpose of this study is to examine school classes where subject education and character education are integrated, to suggest methods for connecting or integrating subject education and character education, and to draw discussion points. To do this, class videos, interviews, and written materials from the six secondary school teachers who connect or integrate subject and character education have been analyzed. The results of this study show that classes for connecting or integrating subject and character education are characterized by students empathy-centered class design. These classes focus on designing class contents and activities in order for students to empathize with them. Specifically, class contents are reorganized so that they can be more related to everyday lives. Activities related to students' lives and empathetic strategies are used as teaching methods and strategies. Interactive feedback encourages students to express their own opinions, to understand each other, and to empathize with different points of view. Secondly, communicative characteristics of these classes show that there is active interaction between teachers and students as well as among students. They understand other's perspective(with empathetic attitude), listen to each other courteously, use respectful way of speaking, keep eye contact when talking to each other, and have a warm smile. Thirdly, teachers are motivated to connect or integrate subject and character education as they wanted to make their classes better and realized teacher's attitude and way of speaking affect students' attitude and learning. Through these classes, teachers became more respectful to students, improved relationship with students, shared feelings with each other, became more empathetic with students, and more communicative, which make classes more relaxed.