The aim of this study is to examine the awareness of mathematics teachers and preservice teachers on misconceptions related to the subject of probability and their instructional explanations about which methods should be used to correct these misconceptions. The study was carried out with six mathematics teachers and three preservice teachers studying in the 4th grade of a state university's secondary school mathematics teaching program. The case study method was used in the study. The interview form consisting of nine questions was used as the data collection tool. As a result of the research, it was determined that teachers and preservice teachers could generally identify the misconceptions related to a positive-negative regency effect, simple and compound events.