Conceptions about knowledge and learning have been described as linked together. However, they have typically been examined and described among a student population, whereas conceptions about instruction have mainly been studied by questioning teachers. It therefore remains unclear whether conceptions of knowledge and learning will correspond with conceptions of instruction. This study aimed at filling this gap. A thirty-item questionnaire was constructed and administered to 121 first and second-year research and teaching university assistants. The results show that respondents held a `relative' rather than an `absolute' conception of knowledge, a `meaning-oriented' rather than a `reproduction-oriented' conception of learning and a `student-oriented' rather than a `teacher-centred' conception of instruction. Furthermore, a distinct pattern of correlations between all three conceptions was obtained. The implications of the findings with regard to conceptual change and development are discussed.