Abstract
This study aimed to determine the metaphors preschool and special education teachers developed about autism. In this study, the researchers used the phenomenology design, one of the qualitative research designs. While determining the study group of the research, the convenience sampling method, one of the purposeful sampling methods, was used. The study group consisted of 90 teachers who volunteered to participate. The data were collected with the metaphor pattern prepared as "Autism is like …………. Because it is like ……." metaphor mold was used to collect the data. The data were analyzed using the content analysis technique. The metaphors teachers use provide important information about their attitudes toward ASD and their pedagogical strategies. The results of this study show that both groups of teachers have different approaches to the education and development of children with autism. Findings reveal significant differences in attitudes and educational strategies, showing that special education teachers often view ASD as a process of discovery, while preschool teachers express hope and some uncertainty.