I report on what teachers in an Advanced C ertificate in Education (A C E ) inservice program m e learned about probabilistic reasoning in relation to teaching it. I worked ‘on the inside’ using m y practice as a site for studying teaching and learning. The teachers were from three diff erent towns in the Northern Cape province and had lim ited teaching contact tim e, as is the nature of AC E programmes. Findings revealed a com plicated picture, where som e teachers were prepared to consider in fluences of their intuitive probabilistic reasoning on form al probabilistic reasoning when it cam e to teaching. It was, however, the ‘genuineness’ of teacher learning which was the issue that the findings have to address. Therefore a speculative, hopeful strategy for affecting teacher learning in mathematics teacher education practice is to sustain disequilibrium between dichotomies such as formal and intuitive probabilistic reasoning, which has analogies in content and pedagogy, and subject matter and method.