This study explored the emotional labor and emotion regulation strategies of Iranian EFL teachers within online teaching contexts. Through qualitative analysis of semi-structured interviews with eight teachers and their reflective journals, the findings illuminated the complexities of language teachers’ emotional experiences in digital learning environments. Key findings revealed how teachers deal with technological barriers and emotional distance, balancing the performance of professionalism with authenticity, and managing emotional dissonance through various coping mechanisms. Additionally, the research highlighted the critical role of leveraging digital tools for emotional engagement and the value of professional networks and peer support in enhancing teachers’ emotional well-being and instructional effectiveness. These insights underscore the challenges and adaptive strategies inherent in the emotional labor of online teaching, suggesting the need for supportive educational policies and practices that address the emotional dimensions of teaching. This study contributes to the understanding of how EFL teachers in online settings manage emotional labor, advocating for the integration of emotion regulation strategies into teacher professional development to foster a more supportive, effective, and emotionally resilient teaching approach.