This chapter explored emotional resilience and professional identity development of 30 Iranian EFL teachers during their transition from traditional classes to online English teaching settings. The teachers were asked to participate in semi-structured interviews to express their self-perceptions as well as their emotions, perspectives, and viewpoints in the form of mental images and metaphors about their professional identity and experiences of organizing online classes. To analyze the data, the content was broken down into fundamental sub-parts using MAXQDA Software (2011) and then it was screened and coded by two raters to be presented in the form of themes. The results showed that the teachers’ mental and metaphorical images offered insights into the emotional and psychological aspects of their professional identity, shedding light on the intricate interplay between teachers’ emotional resilience and the formation of their professional identity relative to cultural, emotional, ideological, global, and linguistic demands. The data also emphasized the emotional vulnerability inherent in their professional identity development. However, in spite of the initial emotional insecurity and threatening feelings experienced by the teachers, online teaching was found to facilitate the process of professional identity development of the teachers through granting them more opportunities to access more influential knowledge and equipment necessary for professional identity development. The study provides implications for supporting the emotional wellbeing and professional development of EFL teachers to foster a supportive environment for their professional growth in online teaching.