Personal epistemological beliefs, what individuals believe about the nature of knowledge, have been known to influence many aspects of learning. This study examines the relationships between the epistemological beliefs of teacher education students and their learning in a case-based hypermedia learning environment. Data were collected from a set of questionnaires, from pre- and post-knowledge tests, and from evaluation of users' artifacts on problem-solving activities embedded within the case-based hypermedia learning environment (CBHLE). The results of this study revealed that epistemological beliefs had significant but low relationships with learning in a hypermedia learning environment. This article discusses the implications of this investigation for researchers and instructors and provides recommendations for future research.