Curricula aim to raise individuals needed by educational systems. Teachers who are implementers of curriculum have a major role in the realization of this capital aim. Teachers' perceptions of curriculum and their beliefs related to education can be accepted as important indicators of in-class practices. Within this context, this study aims to compare classroom teachers' educational beliefs and metaphorical perceptions of curriculum. 315 teachers working in the city of Gaziantep participated in the study. The study was carried out by using "concurrent triangulation design" which is one of the mixed method designs that offer the capacity to integrate quantitative and qualitative data. "Personal Information Questionnaire", "Educational Beliefs Scale" and "Metaphors Form" were used as data collection tools. The findings of the study indicated that most of the classroom teachers have an existentialist belief of education. The categories generated from the analysis of the metaphors were named as "transformable structure", "guide", "mechanism", "tool", "and basis in education “, ” problem generating structure and comprehensive structure". Also, it was found out that most of the teachers generated positive metaphors whereas a considerable number of teachers generated negative metaphors despite their high adoption of modern views of educational philosophies such as existentialism, progressivism and reconstructionalism.