The aim of this study is to determine the perceptions of school principals and teachers regarding the lesson supervision of school principals. The study was designed as a qualitative research.The data were collected using a semistructured questionnaire in which metaphors were asked with their reasons. In the first part of the questionaire, demographic informations were collected. In the second part, the school principals and teachers were asked what they would liken lesson supervision to and why. The data were evaluated by the inductive content analysis technique. The study group consisted of school principals and teachers from Anatolian, Science and Anatolian Imam-Hatip High Schools of the Ministry of National Education in five central districts of Antalya. The views of 200 participants, gathered both face-to-face and online, were analysed. In line with teachers' opinions, fifty-three metaphors and five sub-themes under the positive theme; one hundred and thirty-three metaphors and six subthemes under the negative theme were reported. On the other hand, eight metaphors and three sub-themes under the positive theme; six metaphors and three sub-themes under the negative theme were created according to the opinions of the school principals. Consequently, the positive perceptions of the teachers were reported by, the themes of protective/authoritarian, facilitator/inspiring, leader, controller/corrective and researcher/analyst were expressed. On the other hand, the themes about the negative perceptions of the teachers were as follows: ineffective, formalist, controller, threatening, destructive/blocking and scary were used intensively. Although the percentages of school principals' perceptions from a positive and negative point of view were close, their positive perceptions were in the majority. Despite the negative opinions of school principals under the themes of formative/worthless, domineering, and destructive/disruptive, school principals stand out with their leader/ friend and regulatory/prescriptive aspects in lesson supervision, according to their opinions. As a result, the majority of teachers use negative metaphors for lesson supervision, while school principals mostly express positive metaphors. This situation indicates the weakness of communication and cooperation between school principals and teachers. Consequently, measures should be taken to support teachers' personal development, relieve their fears and anxieties and provide a kind of guidance focused various models.