A growth mindset has been found beneficial to students, particularly when they encounter academic setbacks (Dweck, 2000). Evidence suggests that teachers' own mindsets may influence those of their students. We assessed mindset among student teachers from different places of origin (UK and East Asia) in a UK university (N = 255). Although both groups were relatively growth-minded, those brought up in the UK were significantly more so than those brought up in East Asia (F(4, 228) = 26.52, p < 0.001, Wilk's ? = 0.68, n[superscript 2][subscript p] = 0.32). Furthermore, UK student teachers reported higher levels of growth mindset than East Asian student teachers in relation to pupils' academic potential, behavior, dyslexia, and ADHD. Implications for education are discussed.