Research points to the centrality of one's personal epistemology to learning. While most studies were conducted in Western countries, the few studies done in non-Western contexts have shown varied number and nature of epistemological belief dimensions pointing to the cultural specificity of epistemological beliefs. A culturally-sensitive study would provide a better understanding of the beliefs structure of a given group of students. This descriptive research investigated patterns of epistemological beliefs of Filipino students enrolled at a graduate seminary in Manila, Philippines. It explored the ways in which students describe their beliefs about the nature of knowledge and the nature of knowing, and how these descriptions related to their learning. Twenty-eight students were purposively selected from two populations--first year students and graduating students. The data was collected through a semi-structured interview which was recorded on tape. Data collected was transcribed, coded and analyzed using the constant comparative method. The literature indicated that the stability of knowledge, structure of knowledge, source of knowledge, speed of knowledge acquisition, and the control of knowledge acquisition are belief factors through which students describe their beliefs about the nature of knowledge and about the nature of knowing and learning. The findings show that students hold a number of distinct beliefs about the nature of knowledge and the nature of knowing. While these descriptions of beliefs could be separately identified as either naive or sophisticated, the data also show that these beliefs are interconnected frameworks, that one's belief on the nature of knowledge directly influences his/her beliefs on the nature of knowing and learning. The assessment of students' patterns of epistemological beliefs in this particular context not only provides a more culturally-informed conception of knowledge and knowing, it also points to critical pedagogical implications. The paper strongly argues for an intentional re-thinking of the way theological education is done for Filipinos. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]