The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about both the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in this pilot study, completing an eight-item mindset survey based on the work of Dweck (2000, 2006). Though several variables were studied (i.e., age range, position, rank, gender, college/academic discipline), only position was statistically significant for difference in beliefs between teaching and tenure-track faculty. Findings also show that faculty's beliefs about their own intelligence and the intelligence of their students are consistent. These results suggest that tenure-track faculty should engage with teaching faculty, focusing on creating a student-centered learning environment to empower students through a growth mindset in their classrooms.