While a great deal of research in the education field has focused on a students ability to adopt a growth mindset, less attention and focus has been given to teacher mindsets and the role they play in influencing their students. Hattie (2012) states, "differing mindsets, or assumptions, that teachers possess about themselves and their students play a significant role in determining their expectations, teaching practices, and how students perceive their own mindset." In a recent study by Patrick & Joshi (2019), the way teachers explain growth and fixed mindsets was explored. Using 150 semi-structured interviews, two major findings were revealed. The first finding was that teachers' prior beliefs about learning and learners influenced how they engaged with these mindsets. Secondly, it was found that many teachers tended to oversimplify the concepts of a growth and fixed mindset into positive and negative traits. This suggests the need for more teacher training and support in order for teachers to be able to successfully implement growth mindset initiatives in their classrooms. A study conducted by Seaton (2018), looked specifically at the impact of teacher training aimed at influencing their mindsets and the effect on their resulting practice. The teachers in this study underwent six different training sessions. It was found that the training sessions had an impact on teachers' mindsets & this change was sustained three months after the training as well. The results of this study suggest that adults' mindsets are malleable and can shift if the right supports are in place. This study reinforces the bond between a teacher's own beliefs and how they can strongly influence the mindset of his/her students; therefore, further highlighting the need for proper teacher training in order for mindset initiatives within schools to be fully successful.