This chapter presents my autoethnographic exploration of emotions in online teaching, with particular attention to vulnerability in relation to social presence. The discussion highlights how recognizing and understanding my own vulnerability informed the development of pedagogical approaches tailored to the online context. Reflecting on critical incidents tied to emotional experiences brought multiple dimensions of my personal and professional identity. I came to realize that the absence of direct social interaction, coupled with self-doubt about my effectiveness as an online instructor, intensified my emotional struggles in negotiating and reimagining my teacher identity. This recognition of how social presence—or its absence—influenced my own emotional well-being also led me to become more attuned to students’ experiences. Through emotional reflexivity, I developed a heightened sensitivity to students’ emotions by attending more closely to their silence and (non)participation. This awareness informed pedagogical choices that encouraged diverse forms of student engagement and promoted social presence in more inclusive and responsive ways. The chapter concludes by underscoring the significance of emotional reflexivity in navigating teaching challenges, and its potential to foster both personal growth and professional transformation.