At the intersection of scholarly literature on education psychology and early childhood education, documentation of pre-service teachers (PSTs) epistemic thinking can serve to clarify and guide how instructional practice is interpreted. This exploratory case study fills a critical gap in the field of epistemology by providing a profile of PSTs beliefs contextualized in a laboratory school supportive of inquiry-based methods for teaching and learning. Using qualitative content analysis, data compiled from interviews and observations of teaching were analyzed from a convenience sample of eight PSTs located in a Midwestern university. Analysis on the individual level, and across the data, revealed the epistemic patterns of thinking deduced from the theoretical work of Hofer (1999) and Kuhn (2001) as articulated in a hybrid model by Feucht (2011). A survey of epistemic beliefs that pre-service teachers could reflect upon in the laboratory school setting is presented alongside key implications for practice. Key findings suggest PSTs demonstrated the capacity to reflect upon a variety of beliefs, with sources of authority for receiving knowledge being witnessed as having an influence on interpretation of practice. Teacher candidates uniquely espoused the value of learning from experience to make judgements about instructional practice; however, participants generally justified practice from subjective positions as opposed to coupling their reflective capacities with evidenced-based theory. Therefore, triangulation revealed an overall pattern of epistemic thinking where six individuals were recognized as having beliefs reflective of a multiplistic nature. In addition, one PST evidenced evaluativistic tendencies, while another's beliefs could not be verified, signifying a period of transition regarding epistemological development was occurring. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]