Research into students' epistemological beliefs and how they develop suggests that these beliefs depend on the particular content domain about which students have beliefs and the specific context in which the beliefs are expressed and measured. To explore students' epistemological beliefs in a variety of conceptual domains in physics, and in a specific and novel context, this Dissertation makes use of Weekly Reports, a class assignment in which students reflect in writing on what they learn each week and how they learn it. The reports were assigned to students enrolled in the introductory physics sequence of the Freshman Engineering Honors program at the Ohio State University, during the 2000-2001 and 2001-2002 school years. The results of these studies show that epistemological beliefs are important factors affecting the conceptual learning of physics students.