There is a growing body of evidence showing that personal epistemology is a critical component of student learning (Hofer, 2001). Developed by Schraw, Dunkle, and Bendixen (1995), and based on the earlier work on Schommer (1990), the Epistemic Beliefs Inventory (EBI) was designed to measure five constructs concerning the nature of knowledge and the origins of individuals' abilities. The primary purpose of this study was to reevaluate the psychometric properties of the EBI as it continues to be used in the measurement of epistemic beliefs in a variety of educational and professional settings. Based upon the results of this study, we confirm previous research confirming the lack of stability of the EBI. In addition, a revised structure appears to be present in which only twenty-nine items of the thirty-two items of the EBI are retained. The resulting instrument contains five constructs, likely representing five independent dimensions of epistemic beliefs, although additional research needs to be conducted on this revised model.