Individuals must use their language skills in order to communicate with other individuals and to understand each other. These language skills are; listening, speaking, reading and writing skills. Reading and writing skills are two lifelong skills that start with primary school education. Pre-service classroom teachers’ who will give this education to primary school students, opinions about reading and writing skills are important. The aim of this study is to reveal the metaphorical perceptions of pre-service classroom teachers about reading and writing skills. The research was carried out in accordance with the phenomenology pattern, which is one of the qualitative research methods. The study group consists of 1st-4th grade 320 pre-service classroom teachers who continue their education at Kafkas University Education Faculty Primary School Education Department in the spring term of 2018-2019 academic years. A form developed by the researchers was used as a data collection tool. The analysis of the data obtained in the research was carried out using the metaphor analysis technique. As a result of analyzing the data obtained from the research, 4 categories related to reading and writing skills emerged. These categories are expressed as “Cognitive Contribution”, “Contribution to Personal and Professional Development”, “Affective Contribution” and “Contribution to Intellectual Skill Development”. In line with the results obtained from the study, it is seen that teacher candidates’ metaphorical perceptions about reading and writing are generally positive. If we accept the metaphor as a mental expression, in this case, different practices and activities can be carried out to improve their reading and writing skills by benefiting from the positive attitudes of pre-service teachers. In addition, studies can be carried out to eliminate this situation by examining the causes of negative metaphors presented for writing skills in this study and similar studies.