Abstract: The purpose of this study is to investigate the impact of output communication on EFL second language metaphor acquisition by preparatory school students. In which, they encounter barriers understanding English texts and lectures when metaphor is involved causing them misunderstand some or even the whole material. To this end, the study will utilize Merrill Swain’s 1985’ Comprehensive Output Theory’. The data collection is based on a self-administered questionnaire survey. The questionnaire is divided into three parts: the demographic part that supports a general background of the learners, questions about the learners’ output English communication and a collection of metaphoric proverbs followed by four distractors. The questionnaire was administered to 90 Iraqi convenience sampling studentsat the preparatory stage. Findings showed that the students who practice English language outside the class are more efficient at metaphoric recognition task than those who do not. Those who used the second language more frequently were better than those who practice the second language less frequently. Further, the time of exposure to the second language proved to have an effect on the proficiency level of second language metaphor. This study is significant to those who are concerned incognitive linguistics and second language acquisition. Moreover, it draws the intention to the effectiveness of output communication in metaphor second language acquisition.