The current research examines whether and how beliefs about intelligence moderate the effects of expecting rapid feedback on exam performance. Thirty-six undergraduates participated in a field experiment with two between-subjects independent variables: anticipated feedback proximity and beliefs about intelligence. The results show that expecting same-day feedback significantly lowered exam performance of students who were primed with an entity belief about intelligence, compared to a 3-day delay. However, students who were primed with an incremental belief about intelligence showed an enhancement trend in exam performance in anticipation of same-day feedback, relative to a 3-day delay. The findings contribute to our understanding of individual differences in performance outcome of expecting rapid feedback and have significant educational implications. (Contains 1 figure.)