Research studies on emotion in education have been emerging in recent years due to public concern about emotional health. Considering that teaching requires emotional labour, teachers’ emotional health and emotional capability are worthy of investigation. Based on the extant academic literature on emotion and Buddhist spiritual practices, and the empirical data, this study investigated and discussed the impacts of long-term Buddhist spiritual practices on teacher emotions. Employing the research method of case study with the characteristic of using retrospective and reflexive life stories, three Hong Kong schoolteachers were interviewed and requested to make personal documents available, and their life stories were analysed. Findings indicate that quality relationships positively influence with long-term Buddhist spiritual practices, and Hong Kong teachers’ emotion. Their emotional intelligence was enhanced, leading them to perform better in their interactions with students. Moreover, the positive teacher-student relationships supported by Buddhist spiritual practices had extra beneficial impacts on at-risk students. The implications of this research suggest that both training for readiness and continuous support for teachers’ spiritual state are important. Additionally, training on attention and self-compassion is also recommended for pre-service and in-service teacher development, in order to enhance emotional intelligence.