In this dialogic article, we discuss the potential of autoethnography as a methodology to examine emotions in language education. We wrote this dialogue in such an 'organic' way that it reflects the snippet of our ongoing conversation around autoethnography. We did not have this dialogue in person; we just knew that we would be writing a dialogic article on using autoethnography to examine emotions in language education. We added the introduction and conclusion sections after the dialogue was complete. Our purpose in this writing is twofold: we would like to (1) nudge the conventional, confining, and restrictive boundaries of academic writing and (2) discuss the role and place of emotions for, through, and in autoethnography as a newer methodology compared to others such as ethnography or case study. Although our conversation digresses and takes detours at times, which is an inevitable characteristic of conversations, we keep the autoethnographic focus on the nexus of personal, professional, and political dimensions of our lives as practitioners of autoethnography in particular and qualitative research in general/personal.