The release and implementation of the Common Core National Standards of Mathematics (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) have continually compelled teachers and students to rethink teaching and learning in math. For students to learn at the speed and rigor requested, they need a deep understanding of the content. Students must feel that math is approachable and solvable so that they can develop a fundamental understanding and learn math at higher levels. Having a growth mindset is "believing people can develop their abilities. It's that simple" (Dweck, 2016, p. 215). Providing growth mindset lessons to fourth grade students as a supplement to the math curriculum impacts math anxiety. This study aimed to understand and explain the learning process of fourth graders in experiencing growth mindset lessons as an enrichment period to the regular school day. The three questions were as follows: (central question) How do fourth grade students respond to growth mindset lessons as it relates to math anxiety? (sub-questions) How and to what extent does participation in growth mindset lessons affect results on the Implicit Theories of Intelligence Scale for Children (Dweck, 2000)? How and to what extent does participation in growth mindset lessons affect results on the Modified Abbreviated Math Anxiety Scale (Carey et al., 2017)? The researcher taught fourth grade students (N = 14) six weekly growth mindset lessons using the Stanford Online (n.d.-a) course "How to Learn Math for Students". Qualitative data analysis included student work samples, informal interviews, observations, focus group interviews, and the researcher's journal. This data revealed five themes relevant to experiencing growth mindset lessons: personal experience, acceptance of others' views, validation from others, perseverance, and impact of grading experiences. Quantitative data analysis included pretest and posttest scores from the mentioned scales. The quantitative results support the positive impact of growth mindset lessons on personal growth mindset beliefs and math anxiety. Additionally, quantitative scores link the increase of growth mindset scores with a decrease in math anxiety scores. Implications of this research include support of growth mindset in the classroom and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]