Considering the salience of emotions in their work, special educators should think of them as an important source of data to inform and improve their practice. Special educators' emotions and emotional labor are a rich and accessible form of data that can directly inform their delivery of high-quality instruction. Although special educators predominantly use student data to inform instruction, other forms of teacher-level data are already used to support students' achievement. For example, teacher fidelity data help practitioners and researchers understand how to improve implementation of evidence-based interventions (e.g., Harn et al., 2013), and teacher video data can help teachers to reflect on their own practice and improve their pedagogical skills (e.g., Tripp & Rich, 2012). By utilizing their emotions as another valuable form of teacher-level data, educators can reflect on complex but important dimensions of their work. They can apply emotional data to make effective instructional decisions. In this article, two ways in which emotional data can support the work of special educators are highlighted. Then the authors introduce a four-step framework for educators beginning to use their own emotions as data.