The original grounded theory was derived from a sample of junior and senior science and engineering majors. The current study tested the original grounded theory with a new set of juniors and seniors who were, in contrast to the original sample, primarily studying the liberal arts. In this qualitative analysis, the authors sought to determine if the original grounded theory that showed discipline-specific epistemologies in the sciences versus the humanities applied to a new sample of students. Based on the data from both studies, the authors also expand the original theory, developing a more complex picture of how domain epistemologies influence and are influenced by other aspects of the learning environment with a specific focus on individual class experiences and curriculum design. Results indicate that the curricula at the two high-quality institutions that provided the student samples do not consistently promote the development of the integrative thinkers called for by higher education leaders. The authors further suggest that epistemological beliefs and, in general, an exploration of the nature of knowledge can provide a framework for understanding the impact of the curriculum on students' thinking and that curricular and course-level revisions designed to promote epistemological development may also meet the documented needs of the current and future graduates. (Contains 2 tables and 3 figures.)