This study investigates the identities, identity work and emotions of an international accounting teacher working in the UK. An autoethnographic method is adopted to explore the self-reflexive account of the accounting teacher in a UK university during the COVID-19 pandemic from 2020 to 2022. Personal narratives are analysed in combination with emails, notes and the relevant literature, drawing insights from theoretical concepts of identity, identity work, and emotions. The findings indicate that the teacher experienced multiple identities and emotions through interactions with students and colleagues while teaching during the pandemic. This study captures and represents the teacher identity as a dynamic process with emotions as key elements in the process. The self-account illustrates a reflexive process through which a more enabling way of engaging with students can be developed.