Psychoanalysis is largely overlooked in mathematics education, yet is relevant to many aspects of the field, such as the institution of the school, curriculum and instruction, and content. Specifically, one content area where psychoanalysis is both exceedingly relevant and absent is that of probability education. In this critical literature review, I resurface important literature on the topic of psychoanalysis and probabilistic thinking, providing a Lacanian synthesis of its relevance in the future of probability education research. Important concepts such as subjectivity, epistemology, and linguistics are explored, all of which hold massive implications for probability education researchers in their interpretations of students' probabilistic thinking. The purpose of the paper is to demonstrate the relevance of psychoanalytic theory to probability education research, and to introduce the idea of such an alignment to researchers. [For the complete proceedings, see ED630210.]