This study has been made in order to introduce the concept of modernism, to denote how it is perceived by various disciplines, and finally, to find out what metaphors regarding modernism are used by Turkish language teacher candidates. The study carries importance in its attempt to determine how familiar the teacher candidates are with this concept, as the individuals who are going to raise the future generations, and what they conceive of Modernism, a concept that takes part in several disciplines. The research group of the study consists of 150 teacher candidates who have attended the department of Turkish Language Teaching during the Autumn semester of the 2016-2017 educational year. To collect the data, the students have been asked the question “What is Modernism?” and expected to give a single answer to it; at the second stage, they have been given the statement beginning as “Modernism is like…because….” and expected to fill in the blanks. The research has sought to expose what metaphors they relate to the concept of “modernism,” and under what conceptual categories the metaphors of the teacher candidates can be collected. Within the frame of the anwers provided, the metaphors have been presented under three categories: “metaphors related to contemporary life,” “metaphors that invoke negative emotions,” and “art-related metaphors.” In the second stage, which requires the incomplete sentence to be fulfiled, the metaphors have been charted out under seven categories as follows and analysed accordingly: “Keeping up with the contemporary age,” “Technology,” “Smart Phones,” “Top Model Cars,” “The NonTraditional,” Women,” and “Wannabe.” This study was done to elucidate the concept of modernism, state how it is perceived by different disciplines and finally to express the metaphors teacher candidates use for the concept of modernism. The study matters to show how such a concept of modernism, as it is in plenty of disciplines, is perceived by teacher candidates who will raise new generations and to identify what do the teacher candidates think about modernism. Method of the Study This study utilized pattern of phenomenology. Phenomenology pattern focuses on phenomenon in which we know exist yet we do not in detail. Phenomenon can confront individuals in various ways such as events that happen in the world, experiences, concepts, perceptions and tendencies. Ergo; purpose of the phenomenological research is to reveal the concepts regarding to a phenomenon; experiences, perceptions and meaning these subjects has in individuals, and in groups. (Yıldırım and Şimşek, 2005). Study Group Study group consisted of 150 teacher candidates who studied in Gazi university Turkish Language Department between 2016-2017 autumn period. The reason why study group consisted of Turkish language teacher candidates was to reveal how language teachers (Turkish language teachers) describes the links between the concept of modernism to language and literature. Data Collection Application of the research was done with the help and permission of the lecturer of the class and researcher. At the outset of the application, Turkish language teacher candidates were informed about the metaphor technique. To determine the metaphors regarding to modernism in teacher candidates, interview technique was used. Main source of data in phenomenological research is the interview technique. Interviews can be made in groups and/or individually (Yıldırım and Şimşek, 2005). To determine which data gathering technique to use to collect opinions of the Turkish language teachers; an expert who had finished their postgraduate studies and who had done studies about metaphors before was consulted. Accordingly; firstly, the students were asked to give a oneword answer to the question ‘What is modernism?’ and then they were asked to fill in the sentence ‘Metaphor is .........., because...........’. Students were given 60 minutes to complete the applications. Data from students were collected this way. Analysis of the Data In phenomenological research method; data analysis, description and explanation of the experiences is done to reveal the meanings with the help of themes. For this purpose; with the content analysis data is conceptualized and themes that could define the phenomenon are revealed. Within the framework of the themes findings are explained and interpreted (Yıldırım and Şimşek, 2005). At the end of the research metaphors determined by the teacher candidates were tabulated by the results of content analysis; then, frequency values of the categories were calculated and the results were tabulated. Categorization was firstly done by the researcher, following that, an expert who had completed their postgraduate in Turkish language education was asked to categorize the answers. Both the expert’s and the researcher’s analyses were crosschecked to form the final categories and the results were tabulated. Also in the tables example sentences from the data was given place. Findings and Comments In the first step of the study, participants were asked the question ‘What is modernism?’ and teacher candidates were asked to give their definitions with either a single word or with word groups. Answers given by the teacher candidates were firstly categorized by specific to the general. The most frequent metaphors related to the concept of modernism by the teacher candidates were designated to be: ‘contemporary/avantgarde’ (n=65), ‘not traditional’ (n=54), ‘new’ (n=50), ‘postmodernism’ (n=45), ‘fashion’ (n=30), ‘literature’ (n=25). The least frequent metaphors related to the concept were designated to be: ‘convenience’ (n=1), ‘most advanced’ (n=2), ‘aesthetic’ (n=3), ‘laundry machine’ (n=3). One teacher candidate drew attention to the fact that the word is not Turkish instead of defining modernism. The answers completing the ‘Modernism is like ...........; because ...........’ sentence given by the candidate teachers were tabulated in seven categori