The aim of this study is to investigate metaphorical images of prospective Social Studies teachers toward the concept of democracy. In this context, we tried to find answers to the following research questions; a) what metaphorical images do prospective Social Studies teachers use to describe the concept of democracy? b) what conceptual themes can be derived from these metaphorical images?Study group of this research included 41 senior prospective Social Studies teachers enrolled in the Faculty of Education of Fırat University during the Spring term of 2011-2012 academic year. Of these 41 prospective Social Studies teachers, 20 are females while 21 are males. Seventeen prospective teachers were of daytime classes while 24 are of evening classes. The reason why seniors were chosen as the participants of the study is because they have completed most of the courses at their department so they can produce satisfactory ideas about the concept of democracy.This research is based on qualitative research approach that provides researchers in-depth understanding of human opinions. One of the qualitative research method 'phenomenology' was used in the study.The participants were selected by using convenience sampling method. This sampling method helps researchers select the participants who are easy to reach. Volunteer prospective teachers were included in the study. Data of the studywere collected through the use of the prompt "Democracy is like..............because............."A blank piece of paper with this prompt on lop of the pagewas distributed to the participants, asking them to complete it by focusing on a single metaphorical image about the concept of democracy. Also, two close-ended questions asking the participants' gender and education type (i.e., daytime student and evening student) were included at the bottom of ihe page to get demographical information of the prospective teachers.Content analysis was used to analyze the data. Participants' metaphorical images were coded and the papers in which a metaphorical image was not clearly articulated were eliminated based on the expert opinions to provide reliability.Five categories (conceptual themes) were identified based on the 24 metaphorical images that the prospective Social Studies teachers produced. The frequencies (f) and percentages (%) of the metaphorical images in each conceptual category were calculated. The categories and related metaphors are as follows: Equality/freedom (five metaphors), diversity (seven metaphors), disorder/weakness (four metaphors) necessity (four metaphors) and inaccessible (four metaphors).Eleven participants imagined democracy as equality and freedom which encompassed the metaphors of free person (f=6), family (f=2), death (f-1), class-less society (=1) and rain (f=l). Eight participants imagined democracy as diversity which encompassed the metaphors of sea (1=2), Mardin (f=l), forest (1=1), locomotive (=1), carpet design (f=l), flower (f=l) and garden (f=l). Eight participants imagined democracy as disorder and weakness which encompassed the metaphors of human (f=5), camel (f=l), spider web (f=l) and butterfly (f=l).Six participants imagined democracy as necessity which encompassed the metaphors oflove (f=2), knife (f=2), scientist (f=l) and mirror (f= I). Four participants imagined democracy as inaccessible which encompassed the metaphors of acquainted person (f=l), lie (f=l). daydream (f=l) and empty pool (f=l).In the light of the findings of the study following recommendations are offered; Democracy education which will contribute individuals understand the concept, importance and necessity of democracy should be included in teacher training programs. Democracy concept should not only be taught to prospective teachers as theoretically but also as attitudes and a value. To achieve this, case studies should be used in the classrooms. Similar studies can be conducted at different departments and universities and the results can be compared.