In this study, we propose an ecological model of teacher agency and emotional vulnerability that draws on epistemological roots of these two constructs to capture historico-personal, socio-organizational, and prospective levels of teacher professionalism. We then ontologically apply the model to exploring transnational language teachers' agency and emotional vulnerability in the context of Turkey. Framing the study within a narrative inquiry methodology, we collected data from open-ended questionnaires, narrative frames, and semi-structured interviews. Data analyses revealed that the teachers' personal emotions, embodied agencies, and vulnerabilities were profoundly shaped by individual histories, contextual discourses, and sociocultural particularities. The findings unpack novel dimensions of teachers' agency and emotional vulnerability, attesting to their interconnection, especially within the context of transnationalism. We conclude the study with implications for teacher educators to reduce the pressure on transnational teachers and render their agencies as rooted in effective professional growth, rather than being defined by excessive vulnerabilities that in turn restrict teacher agencies.