This study attempts to examine teachers' Epistemological Beliefs Questionnaire(EBQ). For this study, use Schommer's EBQ(sixty three items), Jehug's revised EBQ(sixty one items), and Chan & Elliot' EBQ(forth five items). To validate teacher' EBQ, Woolley's beliefs about teaching and learning, and Comb's cognition-improvision were used. In order to achieve this purpose, selected secondary level teachers(N=255) in Seoul participanted in the study. The results of this study can be summarized as follows. 1) fifty three preliminary items and scale analysis about the teachers' epistemological beliefs were constructed. The item for descriptive statistics and exploratory and confirmatory factor analysis were examined, and it showd that the twenty nine items extracted as seven factor of total variance explained 53.70%. It also showed that scree plot and component plot in rotated space were appropriate. 2) statistically significant correlations were found Wooley's teaching-learning belief(r=.347, p<.01) and Comb' cognition-improvision(r=.441, p<.01) 3) reliability analysis of scale item showed that split-half coefficients were reasonably high ranging .572 to 861 and the internal consistency indicated that each sub-scales were fairly high ranging from .514 to .758(Cronbach α). based on these results and assumptions, several theoretical and educational implications and suggestions for the future research were discussed in this research as well.