This piece of research analyzes the use of deliberate metaphors in college lectures. The analysis of the data suggests that professors make use of deliberate metaphors in order to either introduce new notions or make the students consider these concepts from a new perspective. This unfamiliar perspective was usually found to be a more scientific perspective. The author addresses different kinds of metaphors (direct and indirect metaphors, novel and conventional metaphors) that are potential candidates of deliberate metaphor. Indirect and conventional metaphors can be deliberate in specific cases, but that seems to highly depend on the particular discourse context in which they are used.