Feeling a sense of belonging is increasingly regarded as vital for language teacher wellbeing and for determining whether they want to become teachers and/or remain in the field. However, we understand very little about how or whether the administrators who directly supervise them understand the significance of belonging or actively work to nurture it among teachers. This study draws on interview and questionnaire data provided by 30 Language Program Administrators (LPAs) who direct English language programs affiliated with public universities in the United States. Generated through reflexive thematic analysis, the findings indicate that LPAs foster belonging through focusing on building community and relationships and promoting honest and transparent communication. LPAs also seek to support teachers' individual needs and desires, protecting them from some aspects of collectivity in order to nurture belonging. These efforts have emotional effects, including the experience of emotion labor, on LPAs themselves. Ultimately, this study argues for the need to acknowledge that emotions are foundational in all LPA work and to understand that fostering language teacher belonging is never complete but entails ongoing efforts to create equitable spaces for all.