The aim of this paper is to turn attention to the role of affects and emotions in fundamentalism, and examine two interrelated dilemmas that emerge when university instructors come across students who express fundamentalist beliefs and emotions in the classroom: pedagogical and ethical dilemmas. The paper examines these dilemmas through the analysis of an incident in which the author engaged with a student holding religious fundamentalist beliefs. The analysis brings two significant bodies of literature together -- the literature on fundamentalism in different disciplines and the body of work that theorizes the cultural politics of affect and emotion -- and sheds further light on an emerging concept in education, namely, 'emotional fundamentalism.' Through an examination of the ways in which affects and emotions are entangled with fundamentalism, the paper suggests ways in which educators and scholars may expand the concept of 'emotional fundamentalism' and rethink how we might engage with it in higher education.