The authors explore how faculty-student epistemological congruency (EC) affects students' experiences and integration into the academic community. EC is defined as the level of similarity in beliefs about learning between a student and a faculty member. Because academic integration has been tied to retention, they investigated whether epistemological beliefs affected students' intentions to remain in college. Academic integration is particularly important at community colleges; we focused our work in that context. Results suggest that EC influences how students interpret their classroom experiences and how instructors interpret their students' experiences. (Contains 2 tables.)