This entry presents a critical account of the current knowledge base of teacher emotion in CALL contexts. It lays the foundations of teacher emotion and emotion in technology-based contexts and then critically analyses the current scholarship of teacher emotion in digital contexts. Such critical analysis shows the interdependent nature of emotions and CALL in that not only do they influence each other profoundly, but other mediating factors (e.g., personal backgrounds, interpersonal contingencies, institutional affordances, sociocultural issues, among others) define how CALL-related emotions shape teachers’ professional work and professional development.