Teacher engagement in evidence-based practice has been a concern of the K-5 educational community for many years, with studies finding teachers' engagement with research may be growing, but is still not consistent. Epistemic beliefs are becoming a popular topic in the study of the learning process with a limited number of qualitative studies beginning to explore epistemic beliefs of preservice and in-service teachers. Large scale quantitative studies have received criticism for various reasons in the literature, however, new survey designs are beginning to emerge to alleviate the some of the concerns. A second approach to addressing the concerns is the use of latent profile analysis, which is a person-centered approach that focuses on identifying latent subpopulations in a population based on a certain set of variables. This study gathered self-reported epistemic belief information from a nonrandom sample of 303 K-5 grade classroom teachers in the United States using a modified version of the Epistemic Belief Inventory-Abolutism and Multiplism (EBI-AM; Peter et al., 2017) and collected self-reported evidence-based decision-making behaviors through a modified version of the Evidence-Based Practice Questionnaire (Upton & Upton, 2006). Using latent profile analysis, this study retained a four-profile epistemic belief model with the largest profile consisting of teachers who had greater multipistic beliefs. The other three profiles of teachers had varying levels of coordination between the two-variable, demonstrating more sophisticated epistemic beliefs. The covariates of overall evidence-based decision making, use of research, and critically appraising research with predetermined criteria were added to the model to explore differences between the profiles. The results indicated no significant differences for overall decision making and research; however, the self-reported critical appraisal of research using predetermined criteria was significantly less for teachers in the multiplistic profile. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]