Along with the rapid development of technology, videorecording teachers' lessons for professional development or educational research have become commonplace. Although the benefits of the use of videorecording has been well documented, few studies have attended to teachers' affective experiences in relation to videorecording. In this study, we examined teachers' emotions to being videorecorded and watching their videos. We found that all teachers experienced negative emotions related to videorecording at the initial stage of the PD but these negative experiences faded over five coaching cycles. Despite the negative emotions all teachers found the use of video tremendously beneficial to their own professional development. For the complete proceedings, see ED629884.]