<p>This study examines one mathematics preservice teacher (PST), Monica, and her affectively charged participation in a class discussion centered on analyzing a video of student thinking from a responsive math classroom. Monica expressed push-back against some of the fundamental commitments of responsive teaching featured in the video, teaching that comprises practices of attending to, interpreting, and responding to student thinking, including in moments when that thinking is not aligned with the canon. As a team of teacher educators, we seek to understand Monica’s resistance by examining the various dynamics underlying her affective response. In doing so, we aim to contribute to the emerging literature on teacher affect by illuminating the complexity and nuance in teachers’ resistance to ideas, activities, and dispositions we aim to cultivate within teacher education. We argue that the work of sitting with, making visible, and taking seriously teachers’ emotions, particularly in moments of tension and resistance, requires patience and a deep understanding and appreciation of teacher affect as entrenched in values, beliefs, and other aspects of their lived experiences. Such patience and understanding, we suggest, are essential for attending and responding to teacher affect in ways that support and sustain their learning to become responsive teachers.</p>