Epistemological beliefs -- such as beliefs about the value attached to different forms of language teacher knowledge -- play a key role in knowledge interpretation and reconstruction in language teacher education. This article first presents a case for an explicit focus on epistemological beliefs in an ELT train-the-trainer program for state sector primary and secondary teachers of English in the developing world who currently conduct, or will go on to conduct, in-service teacher education in their local context. The main part of the article provides suggestions for how this could be done, at the beginning, in the middle, and at the end of the program.