This article extends existing scholarship on contingent or temporary-contract university instructors' emotional agency by employing the Bolton's emotion management and Cottingham's emotional capital typologies in tandem. In interviews with 40 instructors from universities across Canada, participants described acquiring both primary and secondary emotional capital as an embodied psychosocial resource through past education, upbringing and culture, and knowledge and skills from previous work and training experiences respectively. They then deployed this capital through emotion management based in both social and organizational feeling rules in their capacity as professors. This allowed instructors to reinforce their own sense of purpose, authority and competence as instructors, and to establish fulfilling relationships with students through teaching and mentoring which they infused with personal meaning. However, instructors' agency was also curtailed to varying degrees, by both institutional attitudes around academic contingency and sexist, and in some cases, racist or otherwise patronizing attitudes from students. Despite this, instructors were often able to reaffirm their identities as instructors by using emotion management in self-affirming ways, such as by drawing on self-confidence gained through previous occupations and training, and facilitating cultural backgrounds shared with students through emotional management.