The outbreak of COVID-19 has directly affected millions of people in terms of health, emotion, and psychological wellbeing. Since English is the medium of instruction in all universities in Hong Kong, computer-assisted language learning (CALL) lecturers aim to develop tertiary students’ most fundamental medium of cognition—the English language—through interaction with students in instructional settings. Within this context, this study explores the emotional vulnerability of 50 CALL lecturers over their online English teaching journey during and after the pandemic. One-to-one interviews were conducted with four lecturers from the cohort to explore their inner voices. Other documents, such as the college newsletter, meeting records, and post-teaching reports were used to analyze the lecturers’ context of emotional experience and adjustment. This in-depth case study demonstrates how the lecturers experienced emotional vulnerability, including uncertainty, anxiety, self-doubt, lack of knowledge/skills for online teaching, and struggled to adjust their emotions, adopted self-motivating strategies and finally successfully implemented emergency online teaching, a new term which has been created since 2020. The results indicate how CALL lecturers experienced emotional vulnerability and struggled to maintain psychological wellbeing during hardship times, providing implications for CALL teacher education.