The purpose of this study is to evaluate the perceptions of the pedagogical formation students about the school administrators and teachers. The study was designed as a phenomenological study, one of the qualitative research methods. The data were collected by a structured form in which the participants were asked to describe the suggested terms by metaphors. Metaphors allow us to develop new imaginations in order to grasp the connections between the actual fairs and the ideal ones. The study group was selected from among the participants attending the pedagogical formation program at the Faculty of Education of the University of Akdeniz. Convenience sampling, one of the purposeful sampling methods, was used in the study. The data were subjected to inductive content analysis using metaphorical imaginations based on the cognitive approach. According to cognitive approach, one of the important tasks of metaphors is to explain and understand the abstract concepts. As a result, prospective teachers perceive the roles of school principals as providing authority, order and discipline, which can mostly be explained by the concept of power-centered roles. While the school principals are considered as a symbol of authority and bureaucracy, assistant principals are perceived closer to teachers by means of support, collegiality, professional qualifications, friendship, professional guidance and cooperation. In this regard, it can be said that the assistant principals tend to be closer, more sincere and to have more open relationship style with the teachers. Positive perceptions about teachers indicate that they are reliable and that they continue to be perceived as an important element of the learning process. Consequently, prospective teachers have more negative perceptions about school principals than assistant principals and teachers. They also have more negative perceptions about assistant principals than teachers.