In this study, it is aimed to determine how primary education education stakeholders perceive the concept of artificial intelligence. The research was carried out with the phenomenology pattern, one of the qualitative research methods. The study group of the research consists of 105 participants, 35 primary school students, 35 parents and 35 teachers. Participants were included in the research with the easily accessible case sampling method and volunteerism was taken as basis. In order to collect data in the research, a semi-structured metaphor form was developed and “Artificial intelligence ……. like this. Because …….” They were asked to fill in their statement. Content analysis method and MaxQDA program were used in the interpretation and analysis of the obtained data. The metaphors created by the participants were divided into two categories as animate and inanimate. It has been determined that students have developed 17 metaphors, 12 of which are inanimate, 5 are alive, teachers have developed 19 metaphors of which 9 are inanimate and 10 are living, and parents have developed 22 metaphors, 15 of which are inanimate and 7 living. The answers to the reasons for the development of a total of 58 metaphors developed by the education stakeholders were evaluated under 4 main themes: goal-oriented/helpful, beneficial/harmful, developable/learable, and technological/robotic. As a result of the study, suggestions were made by specifying the metaphorical perceptions developed by the education stakeholders towards the concept of artificial intelligence.