Conceptual approaches to contemporary physics topics pose many learning challenges. One factor influencing knowledge integration is a student's epistemological framing. Epistemic frames provide a context within which a particular situation is perceived, interpreted, and judged. The utility of an epistemic frame is context dependent, and the objective of this study is to explore secondary students' framings during introductory instruction on quantum physics. Inductive thematic analysis is used to identify epistemic framing clusters. The characteristics of each framing cluster are identified, and each framing is analyzed based on its sensemaking utility within the observed introductory instructional unit exploring the principles of quantum physics. Data collection includes pre- and post-unit interviews with a student focus group (n=6) as well as student work samples and audio/video recordings of classroom instruction. Evidence of student framings are identified via the warrants students use in their reasoning and the epistemic resources they employ during sensemaking. Three framing clusters emerged from the data; 1) Call on Authority, 2) Experiential, and 3) Evidence-based Sensemaking. Each framing is observed to assist in the student sensemaking process, however, the Evidence-based Sensemaking framing is most effective during the knowledge generation of abstract concepts associated with quantum physics. [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.]