The purpose of this study is to investigate the interaction between the empathy ability of the childcare teachers and the infant and the infant, and how the empathy ability of the childcare teachers affects the interaction with the infant. The subjects of this study were 367 teachers working at child care center in Seoul and Gyeonggi Province. The main results of this study are as follows: First, as a result of descriptive statistics to investigate the general tendency of childcare teachers empathy ability and teacher-infant interaction, the empathy ability of childcare teachers was above average, and cognitive empathy among the sub-factors was relatively higher than emotional empathy. Second, there was a significant correlation between the empathy ability of the childcare teachers and the teacher-infant interaction. Third, the effect of the childcare teachers on empathy ability and teacher-infant interaction was examined and it was found to have a significant effect. Therefore, this study provides data on how the empathy ability of the childcare teachers will affect the teacher-infant interaction, and also reveals factors that will increase the teacher-infant interaction of the childcare teachers. Therefore, this study has significance in contributing to the improvement of the quality of early childhood education by suggesting that it is necessary to develop teacher education and related programs that can improve the empathy ability of childcare teachers in the future.