The purposes of this study were to determine high school students' epistemological beliefs in the domain of physics and to explore and explain the possible relationship between their beliefs and their conceptual change in physics by taking the students' learning strategies into account. A multi-case study design was used for the research in order to focus on the epistemological beliefs-conceptual change relationship within several examples. The research was conducted with 17 tenth-grade students studying in an urban high school. Various instruments were used for the study. The following conclusions can be drawn from the study. First, high school students' level of epistemological beliefs in the domain of physics is very close to sophistication. Second, there is a positive association between students' physics epistemological beliefs and their learning gains. Third, sophisticated domain-specific epistemological beliefs especially in the dimensions of simplicity of knowledge and quick learning are prerequisite but not adequate for conceptual change. When these beliefs are existed together with advanced learning strategies, knowledge revision is accomplished and scientific knowledge is acquired.