There are numerous concepts and terms belonging to geography. It is therefore one of the few disciplines with a glossary of terms. There are some difficulties in the teaching of abstract concepts, especially in geography lessons. Educational methods developed to solve the difficulties experienced in education are also frequently applied in geography education. Determining the pre-knowledge of the students at the entrance stage of the course is of little importance in terms of the teaching of the course. In addition to determining students' prior knowledge, eliminating misconceptions is very important in terms of teaching concepts. In this respect, the most appropriate and useful method is the metaphor method. Detection and elimination of misconceptions with the metaphor method is a method that has been used in education for a long time. With the use of metaphors in education; It becomes easier for students to perceive concepts that are difficult to understand or abstract by embodying facts. In this way, students actively participate in the educational environment. At the same time, their thinking skills and creativity will also be developed. By coding scientific concepts with mental associations, they can learn more easily and keep them in their minds longer. This research was carried out to determine the metaphors of secondary school students about the concept of "migration". In the research, phenomenology (phenomenology) design, one of the qualitative research methods, was used. The study group consisted of 226 preparatory, 9th and 10th grade students studying at Erzincan Social Sciences High School in 2017. The reason for the selection of the working group from Erzincan; The socio-economic aspect of Erzincan has changed considerably in recent years and it has received external migration from Meskhetian, Afghanistan, Pakistan and Syria. Since the city is located on the transit migration route, some of the immigrants from these countries are settled, while others leave the city to migrate to the western countries after staying for a while. Research data were obtained through a semi-structured questionnaire. In the first part, there are demographic variables, and in the second part there are open-ended survey questions. Open-ended survey questions are/are similar to “Migration ........”. Because it is in the .............' format. Content analysis method was used in the analysis and interpretation of the collected data. Thanks to the content analysis, similar data were grouped and concretized and made more understandable. After the 226 questionnaires that were left alone and did not have a metaphor-justification connection were eliminated, the remaining 160 questionnaires were evaluated by numbering. Those who filled both gaps in the sentence in the questionnaire with meaningful words were evaluated. Obtained metaphors were grouped under conceptual categories. Two experts were consulted about the accuracy of the created categories and a consensus was reached. According to the findings obtained from the research; students produced 63 different metaphors for the concept of migration. The metaphors produced were collected in 6 different conceptual categories. These categories are; action/event, living group, geographical concept, place of residence/nation, expression of emotions, and vacation. As a result of the research, it was seen that the students were affected by the social environment they lived in and they generally thought of migration negatively. It was evaluated that some of the students had misconceptions, most of them were in the preparatory class, and the number of misconceptions decreased as the grade level increased. It has been observed that the questionnaires are beneficial in terms of the use of the metaphor method, in terms of the students expressing their thoughts freely and comfortably. Keywords: Migration, Metaphor, Education.