In this study, the perceptions of classroom teacher students who are receiving education in different grade levels at the faculty of education of the concept of ‘education technology’ has been identified and evaluated. The purpose of the study is to determine what ‘education technology,’ which is regarded as important in education-training life in terms of making human life more productive, means in practice and how it is perceived metaphorically by the students. In this study, in which the metaphorical perceptions of classroom teacher candidates of the concept of ‘education technology’ has been attempted to be determined, the phenomenology design which is one of the qualitative research designs has been used. The study group of the study consists of classroom teacher students who are receiving education at the Faculty of Education of Kahramanmaraş Sütçü İmam University in the 2017-2018 academic year. The study group consists of 153 classroom teacher students from the junior, sophomore and senior years who were selected through the purposeful sampling method. The data in the study was obtained through the form which was prepared by the researcher and consisted of the question “Education Technology is like…………., because…….” which was left incomplete. According to the results of the study, it was observed that the participants produced 102 different metaphors. The metaphors were separated into different categories in terms of their similarities in meaning and 7 categories which involve positive meanings were created. The category with the highest amount of metaphors with 46 metaphors was “Education technology as the symbol of basic need” (f=74). The most frequently mentioned metaphors in the categories have been ‘water,’ ‘the sun,’ ‘book’ and ‘brain.’ The category in which the least amount of metaphors were produced and contained the least amount of students (f=7) was determined as the “Education technology as the symbol of development” category. It has been concluded that the classroom teacher students have a positive perception of the concept of education technology and have not created a negative metaphor related to the concept.