Pedagogical reasoning is crucial for developing informed teaching practices, yet its full potential is constrained by the conventional reflection which is typically promoted. This constrains the teachers' ability to articulate the reasons behind their practice. In this context, a quantitative study was designed to characterize the pedagogical reasoning of 32 in-service Biology teachers who face a hypothetical classroom situation that implicitly addresses a teleological epistemological obstacle concerning evolution, through which participants perceive, predict, and justify predictions. Findings reveal that novice teachers are more likely to identify an epistemological obstacle, while the ability to justify predictions is a challenging aspect for both novice and experienced teachers.