The paper explores the way Chilean teachers conceptualize lesson planning, and, in particular what domain they would employ to describe it. A number of 54 Chilean teachers from different schools took part in the research by filling in a questionnaire. The Conceptual Metaphor theory (Lakoff & Johnson 1980) is used as the theoretical framework and the tool for analyzing the data. The qualitative analysis revealed four prevailing metaphor categories: Map, Foundations, Instruction and Burden. These metaphorical categories are indicative of what the participants think of lesson plans, reflecting their personal beliefs, emotions and experiences.