How instructors teach argumentation and research skills influences students' epistemic development and performance on critical thinking tasks. Therefore, it was necessary to explore the existing beliefs, values, and knowledge of university instructors to inform future research, faculty support, and curriculum development on how to support these academic goals. The purpose of this qualitative, exploratory case study was to examine the perceptions of how experienced university instructors who teach general education courses understand, motivate, and manage developing student epistemology through argumentation. The study sample consisted of experienced university instructors who teach general education courses in the United States. Kuhn, Cheney, and Weinstock's levels of epistemological understanding and Shulman's theories on pedagogical content knowledge (PCK) informed this research. Results confirmed that instructors' level of epistemological understanding was evaluativist or alternating between multiplist and evaluativist. The instructors had adequate to advanced knowledge in argumentation and pedagogy. However, further research and faculty support are needed to support dialogical inquiry, MDL, and active, student-centered practices specific to argumentation in the classroom. Recommendations for future research and faculty support are presented. [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.]