This paper explores the everyday use of metaphors in Swedish upper-secondary level hairdressing and floristry education, with a specific focus on the craft processes of working with organic material (hair and flowers). The aim of the study was to investigate use of (verbal as well as potential non-verbal) metaphors in interactions and how it may influence epistemic positioning (Melander & Sahlström, 2010) in a broad multimodal context (Öhman, 2017; 2018). Simply put, a metaphor in this context, is understood as “experiencing one kind of thing in terms of another” (Lakoff & Johnson, p. 5). In like manner, the current research aimed to address the following question: In what ways do metaphors mediate interaction in hairdressing and floristry education, respectively? Methodologically, the study draws on work by Mondada (2019; 2021a, 2021b) and Goodwin (2018), adopting an ethnomethodological approach to analysing social interaction (Eilittä et al., 2023). Moreover, the study offers a methodological discussion of the use of line drawing as an analytic tool in the context of (multimodal) interaction, unpacking the local ecology of the classroom setting (Laurier & Boelt Back, 2023).