Based on emotional response theory (ERT), recent researchers have observed connections between teachers' communication behaviors and students' emotional reactions. In the present study, we further elaborated ERT by exploring the effects of teacher communication behaviors and emotional processes on discrete negative emotions, including anger, anxiety, shame, hopelessness, and boredom. Using cross-sectional survey data, we tested a hypothesized predictive model using structural equation modeling; the model was observed to fit well with the data. When teachers lack immediacy, are unclear, and/or demonstrate poor communication competence, students tend to report heightened negative emotional reactions. These effects are mediated by students' perceptions of social support from their teacher and their perceived need for emotion work in the class. Practical and theoretical implications of these findings are discussed.