The purpose of this study was to understand the conceptual change teacher candidates went through in a constructivist learning environment in a classroom management course. Within a qualitative case study design, teacher candidates' metaphorical images about classroom management were obtained through document analysis before and after they were subjected to a constructivist learning environment. Prior to the implementation, the images depicted a 'controlling' or 'leading' type of classroom management approach indicating a disciplinary vision. After the implementation, although the metaphors were mainly retained by participants, the descriptions of the images depicted more a leading type of classroom management that entailed messages of cooperation and sensitivity toward individual differences. The results showed that a constructivist learning process may result in a change in teacher candidates' conceptions of classroom management.