The interactional feature of hypermedia that allows high-level student-control is considered as one of the most important advantages that hypermedia provides for learning and teaching. However, high-level student control in hypermedia might not always lead to high-level learning performance. The learner is likely to experience navigation problems such as disorientation, loss of concentration, and waste of more time in hypermedia, which has a highly dynamic structure due to the constant increase in information. It is believed that visual metaphors could be used to increase the navigation performances of learners in hypermedia. In this respect, the purpose of the present study is to determine the effects of visual metaphors--used for navigation in hypermedia--on the navigation performances of learners. For this purpose, 33 teacher candidates of Information Technologies attending Anadolu University participated in the study, and their navigation performances in two different hypermedia with the same content were evaluated. Three different performance measurements such as disorientation, time and the teacher candidates' self-evaluation of their performances were used. According to the results obtained, it was revealed that the teacher candidates presented higher-level performance in hypermedia in which a visual metaphor was used. (Contains 1 figure and 5 tables.)