Previously defined profiles for using a computer algebra system (CAS) describe prototypical uses of such a tool. When students use a dynamic geometry environment (DGE), however, new opportunities arise for transitions within and beyond the DGE. In this article, CAS profiles are used to explore students' uses of a DGE. Four cases of students, all at the beginning of a task, are chosen to distinguish and discuss students' various uses of a DGE, leading to four related profiles: 'random', 'mechanical', 'rational', and 'theoretical-resourceful'. The students used a DGE template, which concerned functions as co-variation. The profiles include students' various ways of dragging and their transitions within and beyond a DGE. The results indicate that difficulties with transitions within it and wandering dragging without testing conjectures are a characteristic of students showing a random profile. While students who show a mechanical profile also experience difficulties with transitions within the DGE, and they also are likely to refer to the DGE, which concerns the transitions beyond it. A rational profile characterises students who initially prefer paper and pencil work. Hence, a static understanding of functions may occur, and dragging may only appear for a short time. Finally, the theoretical-resourceful profile appears when students use the DGE for their purpose and do transitions within it and show different ways of dragging.