This study investigated the relationships between the self-efficacy beliefs of students at community colleges regarding the educational use of the Internet and their epistemological beliefs. Moreover, it is also examined whether the self-efficacy beliefs of the students regarding the educational use of the Internet and their epistemological beliefs differed depending on variables such as gender, their department and academic achievements. According to the findings obtained from the study, the self-efficacy beliefs concerning the educational use of the Internet exhibited a negative and significant correlation with only "the belief that learning depends on effort" sub-dimension of the epistemological beliefs scale. In addition, as far as the sub-dimensions of the epistemological beliefs scale were concerned, there was a negative and significant relationship between the sub-dimension of "the belief that learning depends on effort" and the sub-dimension of "the belief that there is only one truth" whereas there was a positive and significant relationship between the sub-dimension of "the belief that learning depends on ability" and the sub-dimension of "the belief that there is only one truth". In addition, the self-efficacy beliefs regarding the educational use of the Internet differed only in terms of gender (in favor of men) while epistemological beliefs differed in terms of gender, department they attended and the level of their academic achievement.