According to the conceptual framework for K-grade 12 statistics education introduced in the 2007 Guidelines for Assessment and Instruction in Statistics Education (GAISE) report, students can be located at one of three developmental levels of statistical literacy: A, B, or C. These levels are independent of age and grade level, so, in theory, finding a high school student at Level A (the most basic, teacher-driven developmental level of statistic literacy) would be possible if this student has not been exposed to statistics and probability concepts found at the higher levels (e.g., Level B or C) of the framework. Regarding the concepts of impossibility and certainty, a student at Level A should be able to see events as "lying on a continuum from impossible to certain, with less likely, equally likely, and more likely lying in between" (Franklin et al. 2007, p. 33). Consequently, it is reasonable to expect that students in grades 8 and above would have a firm understanding of the concepts of impossibility and certainty, well beyond what is described in Level A of the GAISE framework. This article provides an analysis of student data and a discussion of the results from a small study that examined empirical evidence of the above-mentioned claim that students with more than a basic understanding of probability should demonstrate competence with the notions of impossibility and certainty.