A cross-national descriptive research method was used to explore Turkish and English student teachers' views about intelligence, and the factors which shape them. The "Adult Version of The Implicit Theory of Intelligence Scale" [1], and the Turkish version of this scale [2] were used to investigate the views of 114 English and 201 Turkish students of Primary Education. A semi-structured interview was also used with a sub-group of the students. The findings reveal that the Turkish students, on average, scored more highly in relation to entity intelligence theory than in relation to incremental intelligence theory, and the English students, on average, scored more highly in relation to incremental intelligence theory than to entity intelligence theory. In addition, when comparing the average scores in relation to incremental intelligence theory, the scores of the English students are significantly higher than those of the Turkish students.