The process of education is conducted by teachers with the guidance of education programs. As teachers bear the responsibility of a generation –not just the students that they teach in classrooms- the concept of ‘teacher’ is accepted to be sacred. Metaphors are used in this study in order to reveal the thoughts of students and reach their sincere feelings. Metaphor is stating a concept or phenomena by using likening. In this respect, the goal of this study is to determine the metaphors created by Anatolian High School and Anatolian Teacher Training High School students about the concept of ‘teacher’ and determine the changes of metaphors made by students in Anatolian Teacher Training High School in years. Reachable sampling of the research is made of 155 Anatolian High School students and 244 Anatolian Teacher Training High School students. The study is designed with phenomenological method, which is one of the qualitative research methods. Metaphors obtained from two high school types are classified and interpreted by making content analysis. According to research findings, Anatolian High school 9th grade students created 41 valid metaphors while Anatolian Teacher Training High School 9th grade students created 31 valid metaphors. Anatolian High school 12th grade students created 44 valid metaphors while Anatolian Teacher Training High School 12th grade students created 38 valid metaphors. These metaphors are analyzed in terms of their common features and classified under 5 conceptual categories. At the end of the research, it is determined that metaphors developed by Anatolian High school students and Anatolian Teacher Training High School students are similar; on the other hand, it is also found that metaphors developed by Anatolian Teacher Training High school 9th and 12th grade students are similar. It is determined that courses about the profession of teaching in Anatolian Teacher Training High school don’t cause any difference in students’ point of view about the concept of this profession Metaphor is a tool that is used for teaching unknown concepts. Unknown concepts can be illustrated with the help of several other evocative and catchy concepts. To understand the thoughts of people about a concept, one can benefit from metaphors. The most important source for continuity of a society is its people. On the other hand, the institution that educates these people properly to its goals is the school and teachers are the ones who lead the process of education and teaching at these schools. In our country, there are different types of high schools where students are educated. The process of training teachers goes back to 19th century and it continues with ‘Teacher Training High Schools’. These schools where students are trained for the profession of teaching are different from other Anatolian High Schools. To date, a considerable amount of literature has been published on the concept of teacher. In these studies, sample groups use several different metaphors to describe the concept of teacher. However, these studies just investigate the concept of teacher but not analyze it according to some variables. To date, there are few studies that have investigated metaphors in terms of different variables. Therefore, this study makes a major contribution to research on the concept of teacher by analyzing the metaphors developed by sample according to the variable of school type and also the variable of grade level. The questions searched for answers in this study are listed below:  What are the metaphors developed by Anatolian High School and Anatolian Teacher Training High School students about the concept of ‘teacher’?  Do the metaphors developed by first-grader Anatolian Teacher Training High School Students differ from the metaphors developed by final-year Anatolian Teacher Training High School Students? Method The phenomenology design, which is one of qualitative research models, was used to investigate the difference (if any) among the meanings attributed to the concept of ‘teacher’ by Anatolian High School and Anatolian teacher Training High School students. The second aim of the study is to analyze the effect of school courses about teaching profession that the students take from the beginning of 9th grade until the end of 12th grade on their metaphorical perceptions about the concept of teacher. This analysis is made through cross-sectional survey design which is one of the developmental designs. The universe of the study is 9th and 12th grade students getting education during 2013-2014 academic year at Anatolian and Anatolian Teacher Training High Schools in the central district and all other districts of Artvin Province. As shown in Table 1, sample of the study consists of 133 9th grade and 111 12th grade students of Anatolian High Schools and 86 9th grade and 71 12th grade students of Anatolian Teacher Training High Schools. For investigating thoughts of students about the concept of ‘teacher’, semi-structured forms asking students to complete a prompt “Teacher is (like)… because…” were used. The concepts students wrote on these forms constituted the basic source of data for the study. In accordance with the stages of content analysis, the data collected for the study were interpreted through the stages developed by Saban (2008a). These stages are naming, classification, categorization and ensuring reliability and validity. Findings and Discussion Results about similar and different metaphors about the concept of ‘teacher’ developed by Anatolian High School and Anatolian Teacher Training High School students: 9th grade students in both type of the schools are the ones who get similar scores from TEOG exam and enroll for the same school. While 9th grade Anatolian High School students developed 41 metaphors about the concept of teacher, 9th grade students of Anatolian Teacher Training High School developed 31 metaphors. 9th grade students of both schools produced 72 metaphors in tot