Certain metaphors can be used by teachers when describing their roles in education, which gives us insight into the classroom. Personal and emotional metaphors also show us the link between cognition and affect. At the University of Extremadura in Spain, personal and emotional metaphors were analyzed in sample of students in a Master’s program at the school of Education. These metaphors show perceptions of teachers regarding their students’ learning in science subjects. The participants were given a pretest and a post-test consisting of open-ended questions. The participants gave descriptions of their metaphors and Drew a drawing of each one. We categorized the metaphors into Leavy et al’s (2007) classification: behavioral-transmissive, cognitive-constructivist, situated and self-referential. As far as student learning metaphors, 44.9% were self-referenced, 32.0% were behavioural-transmissive and 14.1% were cognitive-constructivist and situated. Regarding general metaphors, The results for the post-test show 46 metaphors that were produced; self-referenced were the most common at 35.0%, whereas behavioral-transmissive were at 30.0% and cognitive-constructivists at 27.5% and situated ones at 7.5%. Pretest and post-test results were compared, and showed that use of behavioral-transmissive metaphors decreased while the use of all three other kinds of metaphors increased. All kinds of emotions were expressed when describing student learning and negative emotions increased.