This study examined the effect of learning the history of physics on the epistemological beliefs of pre-service physics teachers. The research was conducted with 25 pre-service physics teachers using a single-group pre-test/post-test experimental model. The quantitative data of the research were collected using the Turkish version of the Scientific Epistemological Views Questionnaire (SEVQ). The qualitative data of the research were collected through interview questions that were suitably prepared for the sub-domains of the SEVQ. In addition, in the post-interview, the students were asked what they had gained from the course. The quantitative analysis of the research was performed by using the K-S Test for Normality and Wilcoxon Signed Rank Test. The data obtained from the interviews were evaluated according to the descriptive analysis method and the data results were converted into quantitative data by using an interview analysis rubric. It was seen from the evaluation of data prior to and following a period of instruction that learning about the history of physics positively contributed to the views of pre-service teachers regarding the interaction and communication of scientists in the process of developing scientific knowledge. All of the results obtained have been interpreted in detail and presented in the present work.