This paper is an initial effort to review the reciprocity between the theoretical traditions of "conceptual change" and "knowledge building" by discussing the underlying epistemological assumptions, objectives, conceptions of concepts and ideas, and mechanisms that bring forth the respective goals of these two traditions. The basis for generating clarity between both traditions provides the argument for a powerful framework for advancing learning. Three key points are discussed in support of such a framework. First, the paper carefully examines how knowledge building explicates the recent theory of conceptual change by acknowledging the need to consider both sociocultural and cognitive aspects in the knowledge acquisition process. Next, the contribution of knowledge building in this perspective is its emphasis on knowledge building discourse. Finally, the discussion incorporates the epistemic framework espoused by Murphy to complement the knowledge building approach.