This study aims to examine whether students’ beliefs about the roles and desirable attributes of language teachers change over the course of their teacher training program. Because beliefs can be tacit and difficult to verbalize without prompting, data collection will include eliciting metaphors or analogies, using prompts such as “a good language teacher is (like)_______ I believe this is a fitting comparison because _____”. This technique has been used in several studies in the realm of education before (e.g., Wan & Low, 2015, for a collection) and has documented metaphors or analogies likening a teacher to a guide, a conductor, a gardener, a cook, a parent, a manager, the captain of a ship, an artist, and more. Each of these reflects certain beliefs about teachers’ (and their students’) roles. Studies of this kind have been interested in identifying the dominant metaphors for a given concept among certain groups of learners and in comparing teachers’ and students’ metaphors to describe their respective roles (Alarcón et al. 2015; Cortazzi et al., 2009; De Guerrero & Villamil, 2000; Farrell, 2006; Jin & Cortazzi, 2011; Oxford et al., 1998; Wan et al., 2011; Zapata & Lacorte, 2007). What has not received much attention is whether this procedure can reveal changes in beliefs about teacher roles brought about over time by the students’ experience of a teacher training program.