The importance of emotions in the process of intercultural learning has been recognised, but the topic has not been extensively theorised. This theoretical review article synthesises the research literature on emotions in the context of teachers' intercultural learning. The article argues that emotions are a vital part of any change, and thus play a significant role in teachers' intercultural learning process. If we wish to facilitate the changes needed to support greater equity in schools, then the role of emotions in teachers' intercultural learning must be acknowledged.