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This article reports what kind of metaphors do Finnish pre-service (n=72) and in-service (n=65) mathematics teachers use for teacher's role, how do these metaphors differ and do in-service teachers metaphors differ due teaching experience. Data was gathered via questionnaires in years 2010-2013. Metaphors provide insights into beliefs that are not explicit or consciously held and show teacher's beliefs about themselves. Changing teachers' beliefs can help to change teachers' behaviours and in such way improve teaching and learning process. Metaphors were classified into five categories. The most common metaphor used by pre-service teachers was self-referential 46% (n=33). In-service teachers used by far didactical metaphors (51%, n=33) and only 15% (n=10) presented a self-referential metaphor. [For the complete proceedings, see ED597799.]