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Within the college student development literature, epistemologic development has been studied in the context of academic learning and outside of this context. However, investigation into if and how epistemologic development relates to academic behaviors and outcomes rarely has been studied. This study uses quantitative measures to explore the relationship between epistemologic development and academic performance as well as epistemologic development and academic behaviors and beliefs of high-risk students. Results indicated that a positive correlation existed between epistemologic development and academic achievement (grade point average [GPA]), but that the more explanatory relationship was in the relation between epistemologic development and achievement behaviors.