This paper presents a reflection on the exercise of power within the community of practice whose domain is Statistics Education. Addressing issues that arose in the context of research on the statistical training received by mathematics teachers, the focus is on the existence of power relations developed by communities of practice involved in this training. This reflection is relevant because those who produce knowledge in this area seem to have difficulty to fully exercise this power, as there are two strands in Statistics Education: one originating from the field of Education and the other from Statistics / Mathematics. Since the research demonstrated that power is exercised by knowledge and through emancipator relationships, it is concluded that Statistics Education should seek a balance between knowledge of Education and Statistics / Mathematics.2439351366