In this article, the author will start with discussing what the scholarship of teaching and learning in history has to say about the role that epistemological inquiry should play in the history classroom. The author will then describe the history classroom through the lens of students' beliefs about the nature and source of historical knowledge (that is, their epistemic beliefs about history). In this section, the author will also share the work of educational researchers who have developed a questionnaire (the "Beliefs about History Questionnaire," or BHQ) to measure students' epistemic beliefs about history. She will then share how her experience with the investigation of twenty-three students' epistemic views about history in two of my upper-level courses (using the BHQ instrument and another free-response survey she created) revealed that students who were willing to engage with historical knowledge through the filter of their personal beliefs (independent of what these beliefs are) were also the ones who displayed a higher level of understanding of the interpretational nature of history. The author will then provide suggestions for practical applications of these findings, including an exercise that brings current affairs to the history classroom that may help students achieve a deeper understanding of the epistemology of the historical discipline.