This collaborative action research study examines the effects of the implementation of Global Thinking Routines and Thinking Routines on the development of empathy, a global competent disposition, in preschool children. The study investigates how students are able to identify their emotions and the emotions of others, and consequently, how they attempt to manage those emotions. The Emotion Cards pre-test was applied to a sample of 44 preschoolers, who then participated in classroom learning experiences, including Visible Thinking and Global Thinking routines. Afterwards, the Emotion Cards post-test was applied. The purpose was to examine the implementation of these routines and their impact on preschoolers’ development of empathy, a component of Emotional Intelligence and global competence. A collaborative action research study approach was used, with qualitative data in the form of documentation, which included videos, pictures, notes, parents’ feedback, kindergarten teacher’s feedback, ongoing study group discussions and reflections with the researcher, the teachers and atelierista. Quantitative data with descriptive statistics were also collected, comparing the quantitative pre- and post-data. The main findings indicate that (1) preschoolers demonstrated growth in the development of empathy and (2) teachers also demonstrated the development of empathy. The findings also indicated (3) a possible change in the traditional discipline system commonly implemented in today’s classroom, with a more innovative and constructive method that could potentially decrease negative behaviors in children with behavioral challenges.