The article presents results of a study about statistical reasoning developed by seven high school Mexican teachers on how teachers compare distributions of data in a computer environment. The evaluation instruments adopted were four activities carefully chosen as well interviews with two of the teachers involved. The results indicate that the statistical reasoning of the teachers was predominantly oriented to inferior levels of the model SOLO (Structured Observed Learning Outcomes); in particular the process of informal inferences was the one that produced more difficulties for them. The teachers did better on working with tables and averages in comparison to the distributions. Perhaps the reason why is that they didn’t make the most of the software potential for the manipulation of several graphic representations that would allow a better and more complete analysis.