Emotions play crucial roles in language classrooms, influencing experiences and outcomes for both teachers and students. In this chapter, 54 papers relating to language teacher emotions are systematically reviewed across five thematic domains: teachers’ general emotional experiences, anxiety, emotional intelligence, emotion regulation, and emotional labor. Attention is given to both the methods and contexts of the studies, as well as to the key findings. Taken as a whole, the review pool highlights the growing interest in the emotional dimension of teaching but also makes clear that there has been a lack of training-focused interventions. Despite this fact, numerous implications are drawn for teacher training including the need to proactively raise emotional issues with pre-service teachers, the necessity for trainers to remain empathetic to the experiences of trainees, and the potential benefits of emotion regulation and emotional intelligence instruction.