This chapter discusses the doctoral research process that informed our teaching and learning practices. It argues that teaching requires a considerable amount of emotional labour, which is embodied in her professional practice. The chapter considers the implications of such a turn on the ways in which the authors reposition themselves as teachers by reflecting on their experiences of teaching future early years practitioners and teachers. It also argues that teaching requires a considerable amount of emotional labour, which is embodied in their professional practice. The chapter focuses on how their emotions became 'embodied' and the ways in which their professional practice/performance has been influenced by her emotions. The chapter reflects on the authors’ doctoral study relating to child poverty and how Foucault has informed their ideas of embodiment in relation to her analysis of interviews with early years practitioners and her teaching of child poverty to future early years practitioners and teachers.