Metaphors situated within critical reflections provide powerful insight into how preservice teachers (PSTs) understand their experiences and the world around them, particularly in areas like writing which is consistently understudied in teacher education programs. The present qualitative study uses metaphor data from Fall 2021, Spring 2022, and Fall 2022 to examine how 71 early childhood PSTs, in their junior year of study, conceptualized writing conferences and the process of giving and receiving feedback. To analyze the metaphors, researchers engaged in an extensive thematic analysis with multiple rounds of coding conducted. Findings indicate that PSTs primarily identified as students, not emerging teachers. Thematic analysis also led to three separate understandings: a) many PSTs saw writing conferences as an authoritative endeavor, in which teacher talk was central, b) most still viewed writing negatively, or as something to be feared, and c) more practice and experience with writing instruction and assessment is critical if PSTs are to emerge as competent and confident writing instructors. Teacher education programs can consider how metaphors may be used to support critical reflection in their programs and writing instruction broadly.