Intelligence mindset refers to beliefs regarding the fixedness or malleability of intelligence andincludes two types: growth and fixed (Haimovitz & Dweck, 2017). Previous research has confirmedthe associations between students’ intelligence mindsets and achievement. Additionally, recentstudies have demonstrated the importance of adults’ mindsets and practices on shaping children’sintelligence mindsets and influencing their achievement. Accordingly, Haimovitz and Dweck (2017)developed a model suggesting that adults’ intelligence and/or failure mindsets might impact theirresponse toward their children’s success and/or failure, thus influencing their children’s intelligencemindsets. This thesis aimed to test this model in the subject of mathematics, to understand and toexplain the role of adults’ mindsets and responses in forming their children’s intelligence mindsets.Additionally, this thesis sought to expand the literature by investigating the impact of mindsets in aSaudi Arabian context, as most studies into mindsets have been conducted in Western countries.Firstly, a systematic review aiming to investigate the relationship between teacherintelligence mindset and pupils’ maths achievement was conducted. The review included sevenstudies that reported mixed evidence. Secondly, a qualitative study exploring the role of 30 primarymaths teachers’ intelligence mindsets and practices in their pupils’ maths success and failure wascarried out. As a result of thematic analysis, five overarching themes emerged. Lastly, a quantitativestudy was also conducted. It explored the impact of maths teachers’ and mothers’ intelligence andfailure mindsets on their response orientations to a pupil’s/child’s maths failure scenario and howthese influenced their intelligence mindsets. The findings showed that across 56 pupils (aged 10 to12 years old) and their mothers and maths teachers (one triad per school) only the mothers’mindset/practice was found to shape their child’s intelligence mindset concerning their maths’ability. The implications, strengths, limitations and recommendations for future research were alsoprovided.