The aim of this research was to analyze pre-service teachers' perceptions of the concept "scientific knowledge" through metaphors. Phenomenology, one of qualitative research designs, was used in the study. A total of 189 pre-service teachers, including 158 females and 31 males, studying at different departments in the education faculty of Kocaeli University, Turkey in spring semester of 2013-2014 academic year, participated in the study. Data of the study was obtained by asking pre-service teachers to complete the sentence "Scientific Knowledge is like ...... because ....." and analyzed by content analysis method. Chi-square test, a non-parametric test, was employed to examine the relationship between the department and pre-service teachers' perceptions of the concept of scientific knowledge. According to the study findings, pre-service teachers produced a total of 129 valid metaphors regarding the concept of scientific knowledge. These metaphors were divided into 13 different conceptual categories after they were examined in terms of their common features. A statistically significant relationship was identified between the department of study and pre-service teachers' perceptions of the concept of scientific knowledge.