Recent research in educational psychology has shown that beliefs about knowing and learning have an effect on learning. These epistemological beliefs, which are categorized as certainty, simplicity of knowledge, existence of quick learning, and the fixed ability to learn, are related to educationally important cognitive and affective factors, such as self-efficacy, achievement, and task value which are the sub-components of self-regulated learning. "Self-regulated learning" includes the cognitive and motivational sides of learning, and has been shown to be related to epistemological beliefs. Studies suggest that in self-regulated learning, epistemological beliefs serve as standards for task evaluation. But, there is not enough empirical evidence on the nature of the relationship between epistemological beliefs and self-regulated learning of advanced students. The focus of this study is to explore the nature of the relationship between self-regulated learning and epistemological beliefs in the biology domain of science, following the recommendations of researchers who argue that self-regulation and epistemological beliefs are dependent on both the learning domain and the context of learning. The study was conducted with 116 ninth-grade, advanced science students by using a predictive study approach. As data collection tools, we used the "Motivated Strategies for Learning Questionnaire" and Schommer's "Epistemological Beliefs Questionnaire." The results of the study show that beliefs regarding the dependence of learning on struggle and inborn characteristics (the fixed ability to learn) predict self-regulation and its motivation and the use of learning strategy components. (Contains 10 tables.)