This study employed quantitative methods to analyze survey results related to the epistemic beliefs and classroom practices of economics educators. Studying economics has positive benefits at the individual, family, and social levels, but analysis of learning outcomes suggests that economics education needs to increase student engagement and improve long-term learning outcomes. The persistent use of passive teaching methods is one cause of this negative impact. Using Bronfenbrenner's (2005) bioecological model of human development, the purpose of this study was to better understand the pedagogical choices made by economics educators and the extent to which personal epistemology shapes instructors' views about active teaching methods and their willingness to use them. Active teaching techniques were categorized according to the ICAP framework (Chi & Wylie, 2014). Independent samples t-tests and analysis of variance tests were run to analyze differences in epistemic beliefs based on demographic characteristics. These tests largely showed that differences in epistemic beliefs are unrelated to demographic groups. A hierarchical multiple regression analysis was run to evaluate epistemic beliefs and demographic information as predictors of beliefs about and reported use of active teaching and learning techniques. The epistemic belief constructs relating to beliefs in an omniscient authority and beliefs about fixed ability as the source of learning were statistically significant predictors of reported use of interactive mode teaching. No other epistemic belief was a significant predictor. Additionally, one qualitative survey question was analyzed regarding the perceived barriers to using active teaching methods. The findings from the qualitative analysis showed that economics educators were unsure if the benefits of active teaching outweigh the additional costs including increased planning and instructional time, perceived negative reactions to active teaching, and classroom management challenges that arise. Additional research is needed to support the recommendations of this study, which include the need for increased support for post-secondary instructors to incorporate new teaching techniques and a renewed emphasis on threshold knowledge concepts in economics. [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.]