This article reports the results of a study that was part of a master's thesis. The research focused on a private primary school in Pachuca, Hidalgo, Mexico. It aimed to explore English language teachers' cognition, specifically into the teaching practice and emotional responses reported when implementing the use of the iPad in their lessons. Four female English language teachers were selected to be part of the project. A grounded theory method was selected to carry out the study, and two instruments were chosen to collect and triangulate the data obtained. Those instruments were guided teachers' narratives and individual interviews. Results show that teachers' practices and emotional responses evolve during the process of the iPad implementation by following four main stages: initial reactions, sense of realization, change, and adaptation. Furthermore, similar emotional reactions and teaching practices were found in the four participants.