Although peer-feedback has been extensively studied in the field of foreign language pedagogy, research related to how students are involved in the process emotionally is limited. The purpose of the present study was to investigate emotions experienced by undergraduate students enrolled in ELT (English language teaching) at a state university as peer-feedback givers, while providing identifiable and anonymous peer-feedback. A qualitative case study method was adopted, with participants interviewed twice, once after providing peer-feedback on an identifiable paper, and again after providing peer-feedback on an anonymous paper. Both positive and negative emotions were reported by the participants, and to analyse the qualitative data, thematic analysis was employed. While they had various emotions related to the self and the peer, they reported mainly negative emotions related to identifiable peer-feedback. Lastly, they experienced positive emotions related to anonymous peer feedback.