The objective of this article is to contribute to the documented dearth of research on teachers' probabilistic knowledge. Prospective teachers of elementary school mathematics were asked to identify which result from five flips of a fair coin was least likely to occur. Participants, instead of being presented with sequences, were presented with events, that is, sets of outcomes, for five flips of a fair coin. A particular logical fallacy, the fallacy of composition, was used to analyze the juxtaposition of responses and response justifications. As a result, the fallacy of composition was found in the response justifications for both normatively incorrect and correct relative likelihood comparisons. Combing the results of this and prior research utilizing the fallacy of composition demonstrates that logical fallacies are a burgeoning area of research for those investigating relative likelihood comparisons and teachers' probabilistic knowledge. [For the complete proceedings, see ED584443.]