The aim of this study is to propose a French validation of the Teacher Emotion Scale (TES-FR), a self-reported measure of teacher’s emotions (anxiety, anger, and joy). We collected data on two independent samples of teachers (pre- and in service). In Study 1 (N = 668), exploratory and confirmatory factor analyses supported a three-factor solution representing the three emotions of the TES-FR. In addition, correlation and network analyses revealed that the TES-FR scores were related to teachers’ perceived competence, the importance is they allow to teach, and their interest in the profession. In Study 2 (N = 249), we performed a confirmatory factor analysis (CFA), which was followed by a structural equation model (SEM) testing how teachers’ perceptions regarding (1) students’ engagement, (2) instruction clarity, and (3) classroom management predicted their emotions. This article supports the three-factor structure proposed in the original version of the TES (Frenzel et al., 2016) and further highlights a good internal consistency and external validity of the TES-FR in preservice and in-service teachers.