Epistemology, or the study of knowledge and knowing, is foundational for Library and Information Science (LIS) programs, as the recognition of different conceptions of how people "know" can help LIS professions handle diversity, especially gender diversity. The incorporation of epistemology can provide LIS students with more sophisticated sense of how knowledge and information are generated, but can be intimidating to students and instructors alike. Epistemology can be more smoothly incorporated into the LIS classroom using essential questions--overarching, debatable questions that provide context and consequences in learning specific concepts. Brown (2012) recommends essential questions, along with focused conversations, as components of inquiry-based learning in LIS. This article builds on Brown's approach by focusing specifically on how essential questions can be effectively used to teach relevant epistemological concepts that inform gender-related ethical dilemmas students will encounter in professional practice.