The importance of curriculum metaphor is recognized by recent curriculum theorists. Because it is an important tool of curriculum theorizing. In this stream, the present study was attempted to investigate 1) the essential function of metaphors, 2) the dominant curriculum metaphors and their limitations, 3) the altenative metaphor to culminate modes of thought in the field of curriculum. As a result, it was proved that the essential function of metaphors is not a simple description of curriculum phenomenon and events, but a heuristic mode of thought to inquire many possibilities beyond the mere description. But the dominant curriculum metaphors, those are, PRODUCTION, GROWTH, and TRAVEL are not deserved to be the relevant way of thinking about curriculum. Because they oversimplify the complex and uncertain nature of curriculum and reduce the variety of curriculum paradigms to technological one. In this context this study asserted that the altenative metaphor be PROBLEM which is based on the attributes of uncertainty, fallibility and problematizing consciousness. It can reflect the uncertain nature of curriculum phenomenon. Nevertheless, the present study suggested that the validity of PROBLEM be discussed in a further study.