This article, a qualitative case study of two early childhood teachers, examines the ways the teachers provide young English learners (ELs) with "emotional scaffolding" -- prioritizing and mobilizing certain emotions in order to enhance learners' engagement and comprehension of content areas. The data analysis of participant observations and interviews reveals that the two teachers promoted different grounding emotions in their students; for one teacher, nurturing a sense of security was most important and, for the other, excitement would set the scene for learning. Both teachers devised relevant pedagogical strategies to elicit and promote these emotions. Their emphasis on different emotions in teaching indicates divergent views on what ELs' greatest learning needs might be and what emotional base might serve students' needs best. Additionally, teachers' emotional scaffolding practices reveal their teacher identity, by showing how both teachers might want to be characterized and recognized (e.g., a calm teacher versus a fun teacher). The results of this case study illuminate the role of emotions in pedagogy, suggesting that emotional scaffolding can be a powerful vehicle to understand and develop teachers' professional identity.