In addition to being seen as a way to deepen the thoughts, the metaphor studies that guide the explanations of the existing minds have been emphasized over the last years and the number of such studies has been increasing. Despite this increase, in the literature reviews there are only limited number of related studies found on Turkish language education. This situation shows that there are many points to be discovered on this subject. In this respect, the aim of the research is to comparatively examine the metaphors used by the secondary school students (5th, 6th, 7th and 8th grade) and the Turkish teacher candidates for the concepts of “Turkish lesson” and “Turkish teacher”. The study group of the research consists of 280 secondary school students who were studying in a secondary school in Kayseri in 2016-2017 academic year and 135 Turkish teacher candidates who were studying at Aksaray University. “The Turkish lesson is like ... because ...”, “The Turkish teacher is like … because the …” sentences were given to secondary school students once and to Turkish teacher candidates twice and they were asked to fill in the blanks. In the preliminary practice, the participants confirmed that there was no unrecognized direction in the sentences and the application period was determined as 20 minutes. In this study, the phenomenology is taken as the basis. In the analysis of the obtained data, content analysis was used from qualitative research methods. As a result of the eliminations, 259 of the secondary school students’ and 243 of the Turkish teacher candidates’ metaphors related to the concept of “Turkish lesson”, and in relation to the concept of “Turkish teacher”, 253 secondary school students’ and 252 of Turkish teacher candidates’ metaphors were examined and were grouped and placed under categories. In order to ensure the validity of the survey, each step is explained in detail, the direct citations from participants are ranked and the results are explained in this direction. The reliability of the analyses was tested by comparing and checking the data obtained in the study and the data received as a result of inspections made by an area specialist. Related to the concept of “the Turkish lesson”, secondary school students constituted 259, and Turkish teacher candidates constituted 243 metaphors. As a result of the research 16 categories emerged as (1) knowledge/learning source, (2) integration, (3) valuation, (4) development, (5) being identical to life, (6) necessity, (7) national element, (8) self-reflection, (9)boredom/strain, (10) infinity, (11) guidance, (12) time, (13) pleasure, (14) imagination, (15) communication, (16) freedom. Related to the concept of “Turkish teachers”, secondary school students constituted 253, and Turkish teacher candidates constituted 252 metaphors. As a result of the research 10 categories occurred as (1) formulator, (2) knowledge/learning source, (3) valuable, (4) optimist, (5) nationalist, (6) solution finder, (7) companionable, (8) talent, (9) guiding, (10) entertainer.