I examine how stimulated recall interviews can be a way to access interactional norms in the second language classroom. The notion of norm both implies regularity and prescription. I consider that teachers themselves determine what is in the no rm and what is not. My theoretical framework is influenced by teacher cognition. This paper focuses on teachers' representations, beliefs, and knowledge. The data I analyze consist in two transc ripts from stimulated recall interviews conducted with an experienced teacher and a novice one. My re search 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 these norms justified or are they ta ken for granted? The two teachers tend to typify their actions and to express precepts. They are awar e of cases of discrepancy with their internalized norms and try to justify them. Different source s can be found for internalized norms: education, training and experience. Finally, the teachers tend to legitimize their discourse and their action due to the specific situation of communication.