In this report the authors detail a baseline study involving use of epistemic belief data to enhance academic success collected from an undergraduate student population enrolled in an Information Systems undergraduate degree program. Based on an existing line of inquiry, student epistemic belief data were collected and analyzed to determine student perception of knowledge and levels of self-regulation and self-efficacy. Indicators were determined through item analysis and evaluated for use with an existing epistemic belief profile rubric. Working in concert with course developers, strategies for altering approaches in instructional design, pedagogy, and assessment based on student epistemic beliefs were determined. Researchers from institutions of similar composition can benefit from findings of this study. Moreover, strategies for altering a student population's trajectory toward improved academic success were an outcome of this study and included application and analysis of: (a) student epistemic belief data and its role in higher education, (b) relationships between epistemic beliefs and student academic success, and (c) a methodology for improving student academic success via research-based instructional design, pedagogy, and assessment.