Research has shown that teaching students a growth mindset increased their growth mindset and academic achievement. The purpose of this study was to determine if implementing growth mindset interventions with elementary school students increased their growth mindset and affected their math achievement. In this quantitative study, the school counselor implemented growth mindset interventions with second and third-grade students through classroom and small group lessons. Student growth mindset pre/post-surveys were completed for both interventions, as well as teacher growth mindset pre/post-surveys, to rate the small group students' growth mindset. The survey data were analyzed with the paired t-test and significant increases were found for students' growth mindset in the core curriculum intervention. The small group survey data showed small increases on the student survey, while the teacher survey revealed statistically significant increases. The Math Inventory scores were analyzed using the paired t-test for students in both interventions and results indicated statistically significant increases in math achievement for both groups. The Pearson correlation findings revealed no correlation was found between the students' growth mindset and math achievement. Growth mindset interventions implemented with students effectively increased their growth mindset. Although students' math achievement scores increased, they were not found to be directly related to their growth mindset. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]