Mindset is defined as an individual's beliefs about their inherent characteristics and whether or not those characteristics can be developed. Growth mindsets have been associated with improved academic performance and resilience and may benefit students transitioning to graduate health professions education. This study examined the relationships between mindset, learning behaviors, and learning outcomes of first-semester graduate health professions students enrolled in a neuroanatomy course and examined other factors that may impact academic performance. Forty-one participants completed an electronic survey that included demographics and a mindset questionnaire. Learning outcomes, or grades, and learning behaviors, including office hour and tutoring session attendance, participation in bonus activities, and email correspondence with the course instructor, were collected. Based upon the mindset questionnaire, 10 participants were categorized as "strong growth", 28 participants as "growth with some fixed", and 3 participants as "fixed with some growth". There were no significant differences in mindset score based upon demographic characteristics. No significant correlations were found between mindset score, learning behaviors, or learning outcomes. Using a multivariable model, the factors that best predicted overall course grade were undergraduate grade point average (GPA) and number of prerequisite courses taken. While the lack of heterogeneity in mindset impacts the ability to determine potential relationships between studied variables, this study demonstrates that graduate health professions students largely have growth mindsets, perform well on academic assessments, including undergraduate coursework, and demonstrate frequent positive learning behaviors. Developing and reinforcing these behaviors as undergraduates may positively impact future success at the graduate level.