The first stage of a study in Québec enabled us to draw up a statistical portrait of probability teaching practices self-reported by 626 teachers at the elementary and secondary levels. For the second stage of the study, discussed here, we wanted to elaborate on some of the questionnaire answers and to discuss professional development avenues inspired by the teachers' experience. We conducted 1-h individual interviews with eight teachers who had taken part in the first stage and whose self-reported teaching practices were considered to be exemplary. By means of a thematic analysis, we explore issues surrounding certain self-reported probability teaching practices through examples related to the social usefulness of probability, professional development associated with probability teaching, the use of the frequentist approach, the connection between probabilistic approaches, unusual tasks, manipulatives, and technological tools for teaching probability.