An investigation was conducted to determine the effectiveness of utilizing analogies to effect conceptual change in mathematics. Forty-one high school seniors participated in a knowledge reconstruction process regarding their beliefs about everyday probability situations such as sports events or lotteries. These mathematics students were given situations which were similar to those shown in previous research as revealing alternative mathematical conceptions. They were also given analogous researcher-generated anchoring situations which had been pre-tested and found to elicit acceptable responses. The conflicting responses motivated students to reconstruct their knowledge. The results of the investigation showed that analogies can be effective in producing a desired conceptual change in high school students' probability concepts. (Author/AIM)