The predictability of Internet-specific epistemic beliefs for self-regulated learning within Internet technologies was examined in a sample of 84 physics undergraduates. Dimensions of Internet-specific epistemic beliefs were found to explain unique variance in Internet-based search, help-seeking, and self-regulatory strategies, respectively. Specifically, students who emphasized that course-related knowledge located on the Internet consisted of specific facts and details perceived Internet-search and evaluation of search results to be less problematic and reported on more help-seeking and use of self-regulatory strategies during Internet-based learning. Moreover, students believing that Internet-based knowledge claims need to be checked against other sources, reason, and prior knowledge were reportedly more likely to use self-regulatory strategies when using the Internet during coursework. The results are discussed in light of what characterizes the Internet as a knowledge source.