Drawing on the emotional labor and work recovery literatures, we examined the relationship between workday break activities and emotional experiences and the role these variables play in the performance of positive affective displays in service interactions. In results based on data collected from 64 cheerleading instructors via experience sampling, break activities are related to emotional experiences and positive affective displays. Moreover, supporting regulatory resource theory, break activities' impact on positive affective displays goes beyond the effects of emotional experiences. Our findings suggest employees' use of workday breaks can have practical implications for how they feel and perform at work.