The use of metaphor analysis to engage preservice students in an examination of their concep tions of teaching is described. The evolution of three students' metaphors as they proceeded through student teaching illustrates the value of metaphor analysis in helping student teachers maintain their idealism as they confront the realities of classroom teaching. Problems arising from metaphor analysis, including the tendency of some students to offer glib or superficial analyses and the need to combine metaphor analysis with the writing of education-related life histories and critical analyses of the school context, are discussed.
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