Building on our prior work which described the notion of structuralist praxeology for the theory of teaching and learning of Abstract Algebra, we focus in this article on the case of Real Analysis. The theoretical perspective of the Anthropological Theory of the Didactic by Chevallard helps us to analyse the data which is drawn from an introductory course in Real Analysis at university level. We identify structuralist aspects and show how they develop into a structuralist praxeology later in the curriculum. Further, we introduce the notion of pre-structuralist praxeology as a characteristic of the School to University transition.