This article presents the results of a research to explore statistical reasoning of at-risk students at the end of primary school as they solve various problems. The processes used by the students were analyzed by relating their strategies with characteristics of each situation proposed. The at-risk students proposed various and original strategies while mobilizing pertinent knowledge. The authors describe some crucial passages that show the evolution of statistical thinking processes. The authors envisage the potential of situations presented and present a discussion of the conditions in which at-risk students engage in a task requiring the resolution of statistical problems.