The changes experienced with the Covid-19 pandemic point to a mandatory paradigm shift in education and school perception. This study aimed to reveal how students, teachers and administrators perceived school before the Covid-19 pandemic, during the distance education process during the epidemic and when face-to-face education began after the pandemic. In this study, which aims to determine the change in school perceptions of administrators, teachers and students through metaphors, a phenomenological design, one of the qualitative research designs, was used. The research was carried out with 181 students, 93 teachers and 22 school administrators. The research data were collected with a structured interview form prepared by the researchers and analyzed with the content analysis method. In the study, it has been determined that there has been a change in the perceptions of students, teachers and administrators with the Covid-19 pandemic, and that school perceptions have become negative in the distance education process. In addition, the findings of the study indicated that distance education applications, which are concentrated with Covid 19 in the distance education process, are effective in the change of school perceptions of students, teachers and administrators. It has been suggested to policy makers and practitioners that they should prioritize identifying the factors that cause negative perceptions about school in the distance education process and improving these areas in future applications. It has been suggested to researchers to investigate the impact of the Covid-19 process on the perception of school by parents and other stakeholders, and to examine the perception of school in schools that have integrated distance education into their education and training processes after the pandemic.