Epistemological beliefs have long been a focus within the field of education research. Historically, having more complex epistemological beliefs has been associated with improved academic performance. However, the majority of epistemology studies have either focused on performance in single classes or holistic measures of performance, such as GPA. There is limited knowledge of the consistency with which epistemic beliefs are rewarded in the classroom setting across multiple different classes. This study examines whether the same epistemic beliefs are rewarded in three different classes: an upper division biology class, a lower division biology class, and a lower division chemistry class. The results of our analysis suggest that the same beliefs are not rewarded across these three classes; these results indicate that more research needs to be done into epistemic consistency across different classes. Additionally, these results reveal epistemic flexibility as a promising non-cognitive indicator of student success that is worth further investigation.