In everyday classroom situations, teacher decisions are influenced by cognitive load and affect. Cognitive demands related to decision-making by teachers, and associated affect, influence future decisions, providing a juncture to change potential outcomes. Eight Australian Secondary teachers were selected for this qualitative study based on the variance in years of experience, gender, age and expertise across content areas. Interviews, classroom observations and reflection sessions revealed participants differed in the language they used when describing their process in making classroom decisions. Assertions from teachers, along with classroom observation data, showed an increased use in proactive teacher actions and reduced cognitive load in decision-making when decisions were made in a state of positive affect. Furthermore, teachers reported reduced negative affect when their initial response to unproductive student behaviour was to refer to their classroom expectations and/or acknowledge correct student behaviours, before addressing unproductive behaviours. Teacher reflections on using positive actions in classroom practices were consistent with reported reduced cognitive load and feelings of success. All teachers reported increased self-reflection while teaching due to increased awareness of available choices when making decisions. Reduced cognitive load, increased positive affect and improved awareness in available choices in classroom decisions leading to positive classroom environments.