One of the important factors affecting mathematics success is the perception of mathematics that individuals possess (Güner, 2013; Güveli, İpek, Atasoy and Güveli, 2011; Şahin, 2013). If the individual holds positive perception of mathematics, then the success in that field also develops in the same way. . Another factor affecting the success of the students is the teachers' perceptions towards their math lesson (Azar, 2010; Ford, 1994; Gibson and Dembo 1984; Riggs and Enochs 1990; Yürekli 2008). Teachers positive perception about math may affect student’ success in math as well as their effective participation of the course, the students achieve meaningful learning, and gain skills and confidence. In this context, teacher candidates whose teachers of the future who are the source of teaching play an important role which feed positive perception of a lesson or concept in teaching processes. Teachers and teacher candidates are important that determine perceptions about the concept of mathematics because the classroom is where students will first meet with mathematics. In this context, the purpose of this study is to examine Pre-Service Classroom Teachers' perceptions about the concept of “Mathematics” and “Teaching Mathematics” through the use of metaphors. This study is a phenomenological design of qualitative research. The purpose of phenomenological research finds out the perceptions, experiences and implications of individuals for a particular phenomenon. This research discussed the phenomena of mathematics and teaching mathematics. The study conducted in 2016-2017 acedemic year and participants for this study included 73 third grade students of one of the state university’ Classroom Teaching Department. PreService Classroom Teachers' was requested “It's like …………….. math for me." "Because....." and "It’s like ………… teaching mathematics for me." "Because....." they were asked to tell a metaphor about mathematics and teaching mathematics. Also they were asked to explain the reasons of metaphors. The analysis of the data of the research was used content analysis method. Result of this study show that 73 teacher candidates told 48 different metaphors for the concept of mathematics. Three of the teacher candidates have not developed any metaphors about mathematics. These metaphors placed under seven themes that are "Process", "Necessity", "Emotion", "Layout", "Infrastructure", "Labor" and "Resource" according to the common characteristics of the reason explained by teacher candidates. Result of this study also shows that 73 teacher candidates told 62 different metaphors for the concept of teaching mathematics. Seven of the teacher candidates have not developed any metaphors about teaching mathematics. These metaphors placed under five themes that are "Infrastructure / Resource", "Need / Indispensability", "Labor / Effort", "Movement" and "Request / Emotion" according to the common characteristics of the reason explained by teacher candidates. This research aimed to determine the perceptions of classroom teacher candidates about mathematics and teaching mathematics and our results indicated that teacher candidates relate math and teaching maths to different concepts. According to the results about the concept of mathematics teacher candidates frequently identified used "life, rubik's cube, game, puzzle, computer" metaphors. When metaphors of the concept of mathematics were analyzed, seven themes were constructed. In the perceptions of teacher candidates about the concept of mathematics stands out “process” and “necessity” themes. When participants mostly explain the metaphorical perceptions of mathematics, they have used reasoning that mathematics which is a step in the way and mathematics which is a part of life. The main reason for emphasizing these can be mathematics being a versatile concept, it is a function used in every area of life and solution paths can be demonstrated step-by-step. In this context, the themes constructed through the metaphors obtained in our study is show parallelism with research results of metaphor for the concept of mathematics (Güner, 2013; Güveli, İpek, Atasoy and Güveli, 2011; Güler, Akgün, Öçal and Doruk, 2012; Sengül and Katranci, 2012; Şahinkaya and Yıldırım, 2016). When we look at the metaphors of the concept of teaching mathematics, it is seen that frequently used "game, labyrinth, machine" metaphors. When metaphors of the concept of teaching mathematics were analyzed, five themes were constructed. Most of the teacher candidates have developed action-oriented metaphors because the concept of "Teaching Mathematics” is a function based on action. When the metaphors of the concept of teaching mathematics are analyzed; themes emerged as follows "Infrastructure / resource", "necessity / indispensability" and “effort". When participants mostly explain the metaphorical perceptions of teaching mathematics, they have used reasons of basic education, necessity of associating with life, taking time, effort and patience. The main reason for emphasizing these can be teacher candidates’ anxiety about teaching math; According to them teaching math is a source because their students firstly meet with them and also math is in every area of life. In the metaphorical perception study on the concept of teaching mathematics by Şahinkaya and Yıldırım (2016), it was seen that the participants perception as follows; "preparing for life", "process", "pleasant work", "sharing and sacrifice", "struggling with difficulties. The results obtained by Şahinkaya and Yıldırım (2016) show great similarities with the findings of our study. When we look at the results of our study in general, it can be said that teacher candidates perceive mathematics and teaching mathematics as a phenomenon that takes part in life.