This article explores the emotional self-perceptions (Burrows & Aguilar Río, 2023) and professional identity perspectives (Hahl & Mikulec, 2018) of pre-service language teachers in initial training (Castellotti & Huver, 2014). Based on an anonymous questionnaire administered to master’s students at the University of Helsinki (HY) and Sorbonne Nouvelle University (USN), it highlights the evolution of their emotional responses to specific professional situations. The article underscores the importance of personalizing teacher education while making explicit the emotional dimensions of teaching and learning contexts.