Frustration and anger are two emotions that can undermine productive teacher-student relationships and overall teacher performance. This study addresses these emotions from a communication perspective by treating episodes of teacher frustration and anger as modes of communication. The purpose in taking such a perspective is to provide mentors and coaches with new possibilities for helping classroom teachers deal productively with these emotions. The study is structured as a series of classroom observations and follow-up interviews involving 8 participating teachers. Field notes and interview transcripts are analyzed using the methods of the Coordinated Management of Meaning (CMM). CMM is a system of conversational analysis that examines micro-interactions using four levels of analysis: descriptive, interpretive, critical, and practical. By framing episodes of teacher frustration or anger in terms of communicative action, this study: (a) describes the emotion as it unfolds over the course of specific micro-interactions; (b) interprets the emotion in reference to identity claims, relationships, and cultural norms; (c) discusses critical macro-social perspectives relevant to the production of the emotion; (d) suggests ways in which the analysis can be put to practical use.