Students' emotions can significantly enhance or distract from learning. This paper details a case study of innovative pedagogy in which an "emotional curriculum" was central to my teaching. The analysis of student journals, on-line discussions, and metaphorical exercises revealed a vicissitude of emotions that stemmed from challenging course expectations and group dynamics. Attention to emotions enhanced my ability to address conflicts and to identify the role of affect in the development of students' academic abilities and identities. Despite the challenges of an "emotional curriculum", I invite others to attend to emotions to enhance the learning and teaching process.