This paper explores teachers' metaphoric modeling of foreign language teaching and learning at the College of Languages and Translation, King Saud University. It makes use of teaching philosophy statements as a corpus. The goal is to examine the underlying conceptualizations of teaching/learning, the teachers' perception of the students, and the teachers' self-perception. To do so, the paper adopted a mixture of qualitative and quantitative methods. The framework adopted is Lakoff and Johnson's cognitive theory of metaphor, especially the primacy of the conceptual over the linguistic, the power of metaphor to point out and conceal experience, and metaphor's inferential system of entailments. The conceptualizations of the domain of foreign language teaching and learning are then measured against concepts in the philosophy of education like teacher centeredness, student centeredness, and learning centeredness, employing cost–benefit analyses.