Emotions come into play as teachers make decisions, act, and reflect on the different purposes, methods, and meanings of math teaching. In order to learn more about the emotions of mathematics teachers, this paper shows the emotions experienced by 81 Mexican teachers who teach mathematics in middle school and high school. Emotions are contextualized by the theory of the cognitive structure of emotions, narrative and drawings were used to express their emotions. According to the results, three frequent and common emotions were identified in the teachers, happy-for, satisfaction, and disappointment. Fear was the only frequent emotion in high school teachers; it occurred at the beginning of their teaching, due to the lack of pedagogical content knowledge. [For the complete proceedings, see ED630210.]