<p>Scientific epistemic beliefs (SEBs) are important for students’ science learning and closely related to their science abilities and achievement. By employing a latent profile analysis, this study aims to identify (a) scientific epistemic beliefs’ profiles among 758 high school students, (b) the association between these profiles and several science learning-related constructs, namely, motivation to learn science, science self-concept, and strategies to learn science, and (c) demographic characteristics of the identified profiles. Overall, four distinct profiles were identified: (a) <i>sophisticated</i> (18.60%), (b) <i>slightly sophisticated</i> (46.20%), (c) <i>moderate-all</i> (28.60%), and (d) <i>absolutistic/evidence-based</i> (6.6%). Notably, each profile exhibited distinct patterns on the four SEBs indicators including Source, Certainty, Development, and Justification. They represented subgroups of students who differ systematically from each other in the strength of some or all dimensions of SEBs. Significant disparities emerged across the identified profiles in students’ science learning-related constructs and demographic variables (gender and grade level). These findings underscore the importance of acknowledging the heterogeneity of SEBs among students and its varying associations with science learning-related constructs as well as demographics. This study contributes to ongoing international conversations about cultural influences on scientific epistemic beliefs and highlights potential entry points for targeted educational interventions to support students in transitional or at risk profiles to develop more sophisticated SEBs.</p>