This study aimed to examine metaphorical conceptions of high school teachers (n = 224) in Turkey about information and communication technologies (ICT). Phenomenological research design was adopted to examine teachers' perceptions about ICT in the current study. The results of the study showed that teachers produced a total of 46 valid metaphors clustered under five (knowledge source, guide, reform, plant, and problem) main conceptual categories. Although teachers produced a large number of metaphors, there was no significant differences between their metaphorical conceptions about ICT with regard to gender.