<p>Adolescents spend over 8&#xa0;hours per day using technology, raising concerns about ramifications for affective well-being. Prior research relies heavily on cross-sectional designs, correlational analyses, and imprecise measures, producing inconsistent findings. We sought to clarify relationships between technology use and affective well-being using nuanced measures and analytical approaches. Using a large sample of adolescents from the United States (<i>N</i> = 6629), we examined global affect, technology use, and perceptions of emotions following technology use. Controlling for global affect, greater time spent using technology was associated with higher perceived positive (<i>r</i> = .27) and negative affect (<i>r</i> = .07) after technology use. Disparate associations between specific types of technology use and specific emotions emerged. For example, playing video games was associated with greater perceived happiness following technology use, while technology use for school was associated with greater perceived stress. Latent profile analysis revealed five profiles of technology use corresponding to varying levels of affective well-being. Findings point to the need for greater specificity in this literature and suggest that distinct types and patterns of technology use impact adolescents’ affective well-being differently. As a result, indiscriminate bans and restrictions on technology use may have unintended and potentially harmful consequences. Policymakers, parents, and educators must consider the nuanced impacts of technology use when creating interventions to maximize its benefits and minimize its harms.</p>