This study explores the epistemic considerations that seemed to govern thirty-one Indian teachers' beliefs while teaching certain concepts of probability, especially using random generators. It focuses on knowing how these teachers make transitions between the different interpretations of probability, namely, Logical (sometimes also known as Classical), Empirical, Subjective, and Propensity. Following the tenets of the interpretative paradigm, design tasks have been used in this study to know the selected teachers' prevalent epistemic considerations as they worked with an isomorphic resource that has characteristics similar to a commonly used object to teach randomness, the cube. Sequencing the pedagogic strategies that teachers suggested while working with unfamiliar objects (in teaching probability) helped in unraveling their dispositions of the perceptual properties, structural aspects of the object, and other externally generating conditions as determinants for their probabilistic deductions. The study concludes that perceptual reasoning that emerges by analyzing the physical and generating conditions of the activity during an experiment serve as tools on which further probabilistic deductions get based.