Student learning in undergraduate physics laboratory courses has garnered increased attention within the PER community. Considerable work has been done to develop curricular materials and pedagogical techniques designed to enhance student learning within laboratory learning environments. Examples of these transformation efforts include the Investigative Science Learning Environment (ISLE), Modeling Instruction, and integrated lab/lecture environments (e.g., studio physics). In addition to improving students' understanding of the physics content, lab courses often have an implicit or explicit goal of increasing students' understanding and appreciation of the nature of experimental physics. We examine students' responses to a laboratory-focused epistemological assessment - the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) - to explore whether courses using transformed curricula or pedagogy show more expert-like student epistemologies relative to courses using traditional guided labs, as well as how this trend varies based on student major or gender. Data for this study are drawn from an existing data set of responses to the E-CLASS from multiple courses and institutions.