Metaphors are significant in teacher education, because they can provide insights into complex concepts of teaching and learning and thus provide a window into the comprehension of teachers' personal experiences. This study employed metaphorical analysis to investigate how pre-service teachers view English as a Foreign Language (EFL) courses at the beginning of their teacher education programmes. Forty student teachers in a teacher certificate programme in secondary education were asked to provide metaphors of how they conceptualise themselves as EFL teachers. Findings revealed that the teachers' metaphorical conceptualisations appeared to be more student-centred, reflecting beliefs about teaching practice and generally stemming from personal and school experiences. Overall, the written metaphors provided access to pre-service teachers' preconceived notions of teaching prior to entering the classroom. Metaphors thus provide a framework with which to assess teaching and a means for teachers to enhance self-awareness and professional development. This study leads to several conclusions that highlight some implications for teacher education and to ideas for further investigations. (Contains 2 tables.)