Dr. Daniel Moos co-authored an article in British Journal of Education, Society & Behavioural Science with Amanda Miller, an Elementary Education graduate from Gustavus Adolphus College (’13). This study examined how epistemological beliefs (EB) and self-regulated learning beliefs (SRLB) affect pre-service teachers’ evaluation of lesson plans. The sample included 33 pre-service teachers, all of whom were individually run through the study. The participants completed a self-report questionnaire (measuring EB, SRLB, and views of instructional practice), thought aloud as they evaluated two lesson plans, and were interviewed about their views. Participants with more sophisticated views of certain knowledge and innate ability viewed a constructivist approach to teaching as more effective. Participants with stronger constructivist views of teaching made significantly more evaluations based on the lesson plan’s support of self-regulated learning. Participants with stronger traditional views of teaching made significantly fewer evaluations on the student-centered nature of the lesson plan.Left unattended, these deep and seemingly robust personal epistemological beliefs may undermine the accommodation of new knowledge, particularly as it relates to developing views of effective classroom practices.