This paper examines the role of teachers and organizational structures in implementing a growth mindset initiative in three urban high schools in the southwestern United States. Drawing from a larger study of a locally-designed initiative, we use a longitudinal, case study approach to study evidence of how understanding of growth mindset progresses through the four stages of the 4I organizational learning framework at the individual, group and organizational levels. Results show that there is substantial evidence of individual, teacher-level understanding of growth mindset facilitated by professional development and school leadership efforts. However, there is little evidence of higher level, organizational learning due to surface level training and a lack of administrative support to extend the initiative beyond individual classrooms.