In this chapter, we review the largest number of included studies included in the volume, which focus on emotions and science teachers’ work. Science education research with this focus has roots in the earliest education scholarship on emotion and critical issues of teacher wastage from the workforce (e.g., Hargreaves in International Journal of Leadership in Education 1:315–336, 1998; Noddings in Cambridge Journal of Education 26:435–447, 1996). The 29 included studies reflect inservice and preservice science teacher education contexts. Key theories informing understandings of emotion are discussed separately for inservice and preservice contexts. This is followed by a review of key empirical outcomes, once again separated across the two contexts, related to science teachers emotions associated with aspects of the job. We conclude the chapter by drawing together key ideas from the review of theory and empirical outcomes.