The purpose of this article is to present an integrated theoretical model between epistemic beliefs and self-regulated learning. Based on a review of various theoretical frameworks, models, and empirical studies that have examined relations between the two constructs, this article discusses the role of epistemic beliefs in self-regulated learning. Four propositions are presented: (a) epistemic beliefs are one component of the cognitive and affective conditions of a task, (b) epistemic beliefs influence the standards students set when goals are produced, (c) epistemic beliefs translate into epistemological standards that serve as inputs to metacognition, and (d) self-regulated learning may play a role in the development of epistemic beliefs. The goal of this article is to provide a foundation from which to improve understanding of the nature of epistemic beliefs and why they can facilitate or constrain facets of self-regulated learning.