In this study, the perceptions of prospective classroom teachers on science, technology, engineering and mathematics (STEM) education approaches have been examined through metaphors. The participants in this qualitative research project included 138 prospective teachers studying between the 2016-2017 academic year in the department of elementary education from the faculty of education at a public university in Turkey. In order to determine the perceptions of STEM teachers selected from different class levels, the prospective teachers were first educated about STEM education. Next, a form, on which the statement, "STEM Education (Science-Technology-Engineering-Mathematics) is like ...because ... " was presented to the prospective teachers, and they were asked to write a metaphor for STEM education, as well as to explain the reason. The data obtained from the forms were analyzed through content analysis. From the data analysis, the valid metaphors on STEM education created by the prospective classroom teachers were collected under 9 different conceptual categories, which were developed on the basis of common characteristics. These categories reveal that the prospective teachers regard STEM as a useful, necessary and highly appreciated approach that involved complementary fields. In some categories, it was found that there were significant differences in the rate of participants according to gender and class level.