The COVID-19 outbreak has triggered an unprecedented shift to online learning worldwide. In various contexts, language teachers have had no choice but to switch to online teaching methods, despite being unprepared and ill-equipped for such an abrupt change. The present chapter focuses on the emotional vulnerability of language teachers caused by this sudden shift from the traditional teaching paradigms to online platforms. The study identified the technological challenges, lack of professional development, and lack of resources that hindered pragmatic online teaching and exacerbated their emotional vulnerability. In addition, the coping strategies of language teachers in mitigating emotional distress during online teaching were explored. Semi-structured interviews were conducted with eight purposively selected language teachers as part of the qualitative research. Findings revealed the lack of equipment, poor internet connectivity, lack of teacher training programs with a particular focus on new technologies, and lack of funding as important factors that increased teachers’ emotional vulnerability in digital settings. To minimize such emotional impacts, the study suggested offering professional development programs and moderating the use of freely accessible low-tech technologies to reduce the emotional vulnerability that results from plunging into digital settings while being inadequately prepared and equipped.