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Engaging students in the essential practices of science has been forwarded as an effective means to achieve scientific literacy for all students by promoting the learning of content, procedures, and the epistemology of science concurrently. However, the emphasis on science practices requires teachers not only to develop skills and knowledge specific to the science practices, but also to adopt epistemic orientations congruent with student‐centered, knowledge generation science teaching approaches. This exploratory quantitative study examined the relationships between secondary science teachers' epistemic orientations and their understanding and self‐reported implementation of the science practices described in the US Next Generation Science Standards (NGSS). This study also identified teacher‐level variables that predict teachers' epistemic orientations, their understanding and implementation of the …