This study was designed to examine the epistemological beliefs about the nature of knowledge, views of intelligence and motivational perceptions. Two samples were drawn from two large urban high schools in the Southwest portion of the United States with large Hispanic/Latino student populations while a third was drawn from a majority Anglo student population from a large urban high school in northern Indiana. A self-report instrument was designed based on earlier work by Schommer (1993), White and Nichols (1998, 2002a, 2002b), and Steinberg and his colleagues (Steinberg, Lamborn, Dornbush, & Darling, 1992) and was distributed to 417 middle and high school students. Our specific hypotheses were that a significant difference would exist among the achievement and motivation perceptions of Hispanic and Anglo students. Second, no significant differences would occur in knowledge and intelligence beliefs among low- and high-achieving Anglo and Hispanic students. Third, when socioeconomic status was considered, limited differences would be seen between the responses of Hispanic and Anglo youth. Several of these hypotheses were confirmed whereas others warrant additional exploration before final conclusions can be determined. Implications for additional research are discussed. (Contains 6 tables.)