Recent trends in epistemological research suggest that teachers' epistemological beliefs influence the approaches he or she employs in both teaching and learning. Therefore, the purpose of this instrumental case study was to understand the initial epistemological positions of pre-service agricultural education teachers at Oklahoma State University. The study's findings are reported through five themes. Themes one, two, three, and four align with Perry's (1970) four epistemological positions. However, the fifth theme represents an interesting departure from the theory. This theme showcases the lack of continuity between participants' articulated views and how they propose to operationalize those beliefs as an agricultural educator. As such, we recommend examination into the following questions, "Does the chasm exist beyond first year pre-service teachers?" and "How can the chasm be bridged?"