Four included studies that address emotional climates of science teacher education classes are reviewed in this chapter. The chapter begins with review of emotion theory adopted in the included studies, followed by a review of empirical findings. The chapter is unique in that it reports one of the few studies in Eastern contexts that consider Eastern perspectives on emotions. Theoretical similarity facilitated synthesis of findings, however, the small number of studies in this theme restricts knowledge about emotional climates. Given that very few studies have explored emotional climates in the context of preservice or inservice science teacher education, the chapter concludes by discussing further research that is warranted in emerging contexts of interest, such as out-of-field teachers in science, and the expansion of online learning. Such research should also examine socio-cultural factors that might be important for explaining collective emotional responses to classroom experiences.