Research has shown that undergraduate students come into social work programs with an epistemological belief system that values personal experience over critical thinking processes. Epistemological development and self-efficacy are important factors to facilitating identity as a learner and developing critical thinking aptitudes. This qualitative, grounded theory, action research study explored undergraduate social work students' epistemological beliefs about knowledge, how knowledge is constructed, and the implications of those beliefs. Data collection methods included a search conference, face-to-face interviews, and a focus group. The theoretical, convenience, sample consisted of 38 undergraduate social work students from a small undergraduate program in the Midwest. Findings indicate that students view knowledge as originating from relationships and personal experience. This knowledge is mediated by analytical cognitive processes but is viewed as separate from the knower. Interventions are discussed for facilitating epistemological development in undergraduate social work education. [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.]