Recent research has raised doubts about the quality of undergraduate teaching in the United States. Quality post-secondary education becomes more and more critical to both national competitiveness and the development of a robust agricultural economy. There is a continual need for productive research on effective teaching. To ensure undergraduate students are receiving the quality of education needed to be competitive in our global society, colleges of agricultural sciences must constantly advance their education and scholarship. The purpose of the research study is to identify the epistemological and pedagogical teaching beliefs of faculty in two colleges of agricultural sciences. The study employed a multiple case–study approach utilizing a basic qualitative design to frame their one-on-one structured inter¬view research methods. The results were discovered through in-depth content analysis for rich description expressing the faculty member’s beliefs they hold about their teaching. Findings revealed faculty at both agricultural institutions held contextualistic epistemological beliefs and learner-centered pedagogical beliefs. More dynamic assessment of epistemological and pedagogical beliefs are recommended in colleges of agriculture around the world to identify the interactive relationships between the development of epistemological and pedagogical beliefs of teachers and students, cultures and learning environments. Further research will also lead to identifying the philosophy of a culture and values embedded in a culture that impacts the development and strengthening of teacher and student beliefs.