Mathematics is believed by some to be a universal language that all human beings share. A universal language that is independent of considering the cultural and linguistic background of people involved in doing mathematics, the result would be the same. Yet, there are a number of studies that raise awareness of how speakers of diverse linguistic and cultural backgrounds contribute to different perspectives on how certain mathematical operations or mathematical understandings can be seen or done differently. This chapter builds on previously researched studies and raises awareness through an autoethnographic exploration of the affordances of culture and language on learning probability. It is fascinating to explore how different languages and cultures provide particular epistemological access, offering different views on how aspects of mathematics can be perceived or even done differently. Personal and professional experiences are reported covering three different continents in six very different countries (Iran, England, Ecuador, Brazil, Norway and Chile). This paper (short communication) raises awareness of how some Chileans (unlike e.g. Iranians or British counterparts), due to their cultural and linguistic backgrounds, are enabled to perceive and solve conditional probability differently.