Cognitive appraisal theory proposes that it is cognition and an individual's construction of meaning that substantially determine the emotions that s/he experiences in a given situation. So far most appraisal research has adopted a quantitative survey design, using questionnaires, which only allowed for the study of relatively abstract and decontextualized appraisals. This study instead, has adopted a qualitative approach that allowed for cognitive appraisals to be studied in greater depth and at a more meaningful level than had been possible previously. To research both the abstract appraisals derived from previous research and to study more contextual cognitive appraisals within one particular socio-cultural milieu this study has focused on investigating school teachers' cognitive appraisals in emotional events. The emotions selected for this in-depth examination of their cognitive appraisals were that of frustration, anger, guilt, feeling pleased/happy and proud. Participants in the study were interviewed on their thoughts and feelings during emotional events. The interview transcripts were then analysed using theory and previous research led thematic analysis. This study identified a hierarchy of appraisals associated with each emotion consisting of both abstract and contextual appraisals. The findings suggest that there are noteworthy variations in appraisals for the same emotion which, arguably, also change the qualitative experience of that emotion and that there are reciprocal influences between appraisals and emotions that have hitherto not been investigated. To end, the proposition is put forward that qualitative appraisal research is of substantial theoretical and practical relevance as it can provide an insightful representation of the relationship between individuals' cognitive appraisals and their emotions.