Teacher emotional vulnerability refers to the noticeable gap between what teachers expect to feel and what they actually feel (Zembylas, 2002). A context in which teachers may feel this emotional state is a digital scenario, since it threatens their perceived safe teaching practices (Gao, 2008). This study explores the emotional experience of an English for Specific Purposes (ESP) lecturer regarding her implementation of a genre in a digital setting (Blogger) by analyzing interview data through small stories (Georgakopoulou, 2006). It examines how explicit and implicit emotions in her narrative reveal the lecturer’s emotional landscape when implementing a digital genre and considers the lecturer’s position within the vulnerability-resilience continuum. The findings reveal variations in the teacher’s emotional vulnerability, highlighting the dynamism and complexity of teachers’ emotional landscape. The discrepancy between the lecturer’s expected and actual emotional experiences appears to lead to feelings of vulnerability, intrinsically related to contextual factors of the blog virtual scenario (students’ engagement, technical issues and teacher’s expertise). However, the lecturer also displays a resilient mindset by using coping mechanisms that are helpful to maintain her emotional wellbeing. Overall, the paper demonstrates how feelings of vulnerability can influence teaching practices by showing that, due to the emotional struggles associated with implementing a digital genre, the teacher abandoned the digital tool and reverted to a more traditional setting.