The appeal of probability theory in everyday activities has resulted in its incorporation into the curricula of most countries. However, confusion persists within the international scientific community regarding the suitable age for introducing students to probability concepts. Several researchers argue that children at a young age are unable understand the concepts of probability, while other researchers believe that with appropriate teaching interventions, children can comprehend probabilistic concepts. This study aims to address the controversial issue by conducting a study involving two groups of students. In the first group, the researchers provide a short teaching a brief probability teaching session and subsequently ask the children to complete a worksheet related to the topic. In the second group, students complete the worksheet without any prior teaching. The study results show that teaching has a positive effect on the development of students' knowledge and perceptions regarding probabilities. As a consequence, new opportunities and requirements emerge in the field of probability education.