Teaching is an emotionally-laden process. Despite the increased attention to teachers’ emotional vulnerability in recent years, little research has explored emotional vulnerability of English as a Foreign Language (EFL) teachers in the context of online collaborative action research. To address this gap, 10 Iranian English teachers were selected through convenience sampling and were added to a teacher training group in Telegram. Through online classes, the researchers prompted a topic of discussion every session and asked the participants to share their experiences and teaching practices. Insights into the teachers’ professional development were acquired using the instruments (i.e., reflective journals and interviews), and the obtained data were analyzed qualitatively. The findings revealed that the teachers’ membership in the community helped them share their negative emotional experiences with others, receive professional support, and develop efficient strategies to overcome their emotional vulnerabilities. Finally, pedagogical implications for language teachers and policy makers are presented.