In this article, we contemplate how stimulated recall interviews can be a way to access interactional norms relating to second language classroom. The notion of a norm both implies regularity and prescription. We consider that teachers themselves determine what is a norm and deviations thereof. Our theoretical framework is influenced by teacher cognition. We are interested in teachers’ representations, beliefs, and knowledge. The data that we analyze is made up of two transcripts from stimulated recall interviews conducted with an experienced teacher and a novice one. Our research questions are the following: What is the nature of the interactional norms internalized by these teachers? How do these norms appear in their discourse? Are they justified or taken for granted? Both teachers tend to typify their actions and to express precepts. They are aware of cases of discrepancies between their behavior and their internalized norms, and try to justify them. Different sources can be found for internalized norms: education, training and experience. Finally, it appears that the teachers tend to legitimize their discourse and their action due to the specific communication situation.