The use of technology in education has become increasingly ubiquitous in recent years, yet its impact on teachers’ vulnerability and its consequences has not been fully understood. The present study used semi-structured interviews and a narrative frame to explore the emotional, social, and pedagogical consequences of digital vulnerability for 10 teachers. The findings suggest that digital vulnerability can have significant emotional consequences for teachers, including feelings of anxiety, inadequacy, and self-doubt. Furthermore, the study highlights the social impact of digital vulnerability as teachers who struggle with technology may feel isolated and disconnected from their peers. Lastly, several pedagogical implications of digital vulnerability (e.g., teachers’ low confidence in using technologies, reducing the level of teachers’ efficacy, and reducing the quality of student outcomes) were found. As a result, the implications may significantly affect teacher training and support strategies, as well as the development and implementation of policies promoting the assistance to vulnerable teachers in their efforts to integrate technology in education.