This qualitative study aimed to investigate the antecedents and consequences of teachers' subjective emotional experiences in various professional development (PD) programs and sessions. We interviewed teachers on three occasions, with the first interview asking about all past PD experiences. By contrast, the second and third interviews focused directly on PD sessions that had just occurred, increasing the likelihood of greater accuracy in participants' recollections of their emotional experiences. Participants' subjective accounts of their emotional experiences during multiple PD sessions allowed us to answer the following research questions:(a) what antecedents give rise to emotional experiences in PD? and (b) what are the consequences of teachers’ emotional experiences in PD?