This study examines the academic dishonesty tendencies, created metaphors and opinions on the "ethics" and "science and research ethics" and "opinions on the taken course" of prospective teachers who took the science and research ethics course. Embedded mixed design was preferred. Academic dishonesty tendency scale, semi-structured interview form and metaphor form were used as data collection tools. With the two-stage clustering performed, the average scores of the academic dishonesty tendency scale were divided into three clusters. It was found that the majority of prospective teachers have a low level of academic dishonesty tendency. According to the results obtained from semi-structured interviews, teacher candidates have expressed their views on the concept of "ethics" under the categories of instructor, student, and administrator. Their views on the concept of "science and research ethics" have been explained under the categories of determination of the subject, conducting studies, and publication of studies. It has been revealed that the course on science and research ethics contributes to the educational processes, personal development, and professional development of teacher candidates. Different metaphors were developed for the concepts of ethics, and science and research ethics. In addition, the metaphors developed regarding the concept of ethics were generally related to guiding and mentoring. The metaphors developed regarding the concept of science and research ethics are related to the things to be considered in a scientific study process, the way to be followed in scientific studies, and the importance of ethics in scientific studies. [Note: The page range (23-46) shown on the PDF is incorrect. The correct page range is 23-48.]