Despite the belief that emotions are important in the learning process, research in the area of emotions and learning, especially in science, is scant. Modelling and SSI argumentation have shared with respect to the emphasis in recent science standards reports as core scientific practices that need to be part of science teaching and learning. Even though there is evidence supporting the effectiveness of these competences in students' achievement, students' emotions about these have not been explored. The emphasis in this paper is on students' self-reported emotions about a lesson focusing on understanding an authentic socio-scientific issue through the use of student constructed models. Specifically the emphasis is on exploring students' emotions about the learning environment, and on identifying whether their self-reported emotions about the designed activities are positive or negative. The sample for the research study consisted of 19 elementary school students (11-12 year olds), who were interviewed individually at the end of instruction (two months long) with the goal of allowing the students to express their emotions about the learning environment. Findings suggest that students hold both positive and negative emotions about SSI instruction, as well as about the various aspects of the specific learning environment.