This chapter examines how emotions can be effectively managed (i.e., subdued) and leveraged (i.e., leaning into rather than suppressing emotions) to enhance teaching and learning. Specific consideration is given to gendered emotion management by drawing on research in the sociology of emotions and education. Key topics include conceptualizing emotions as reflexive practices rather than solely individual experiences, moving beyond simplistic dichotomous notions of “positive” and “negative” emotions, the importance of emotional awareness, embracing discomfort as a catalyst for growth, and developing strategies to persist through emotional challenges in teaching and learning. We consider how emotions shape classroom climates and teacher-student relationships. This chapter argues for an approach that views emotions, not as obstacles to be suppressed, but as valuable resources that can be skillfully leveraged to create more engaging, equitable, and transformative learning environments.