The study of emotions plays an increasingly significant role in STEM education, as it is recognized a crucial aspect of teaching and student learning experiences (Alsop & Watts, 2003; Schukajlow, al., 2023). However, alignment between theory and methods can lead to ineffective research signs, compromise validity, and produce irrelevant findings that do not advance knowledge and actice in STEM education. Our proposed workshop addresses this problem by bringing together scholarly community from diverse disciplines to discuss and explore the most suitable alignment tween theory and method for investigating emotions in STEM education. By fostering a llaborative environment, we seek to enhance our understanding of how emotion theories and heoretical approaches can inform research design, data collection, and analysis, ultimately ntributing to enhancing the quality of research and knowledge in STEM education.