In this study, it is aimed to find out the perceptions of prospective teachers, who have pedagogic formation education, concerning the notions of school, student, and teaching with the help of metaphors. Therefore, the prospective teachers are asked to produce metaphors for each of these educational notions and then to explain their metaphors. The metaphors that are produced are evaluated using the content analysis method, and their explanations are categorized and commented on according to their similarities in determined themes. The study group consists of 216 prospective teachers who are the students of pedagogical formation program in the Education Faculty of Fırat University in the spring term of 2013-2014 school year. In metaphors about the notion of school, it is stated that school is a place which systematically prepares students for life, and where culture and information are transferred, and that students' potential powers are brought to light in schools. In the views about the notion of student, it is highlighted that students are formed by teachers, that they are hungry for information and are like treasures and ores to be processed; but it is also indicated that these treasures are only reached with the key of interest, compassion, and love. In the views about the notion of teaching, the difficulties of teaching are pointed out. According to the participants, teaching requires big responsibilities and self-sacrifice. In accordance with the understanding of traditional education, teacher candidates believe that a teacher must be formative, a source of information, light, and life for the students, and prepare them to life. This belief shows that the modern understanding of teaching cannot be comprehended by the participants. At the same time, the participants' emphasis on the metaphors such as passion and treasure indicates that the prospective teachers internalize their profession as a divine task and that they have a high level of motivation for teaching. It is deduced from the views of the participants about the notions of school, student, and teaching that the prospective teachers do not prepare themselves with reference to the constructivist education theory and that they contemplate using traditional educational methods when they become teachers. Therefore, it is deduced that the content of the pedagogical formation programs must be restructured in accordance with modern educational understanding, and concentrate on practice, and accelerated applications must be abandoned.