Dweck and her colleagues (Diener & Dweck, 1978, 1980; Dweck, 1975, 2006; Dweck & Blackwell, 2021; Dweck & Leggett, 1988; Dweck & Reppucci, 1973), have conducted decades of research on growth mindset, specifically related to results indicating a significant positive relationship between student growth mindset and achievement. What remains unknown is the relationship between teacher mindset and student growth, and to what extent a relationship exists between teacher growth mindset and student growth, as measured by the Pennsylvania Value Added Assessment System (PVAAS) one-year growth index. This study used a quantitative correlational study to explore this gap in the research. A survey approach was used to study 40 Eastern Pennsylvania teachers through a self-reported survey during the winter of 2022. Specifically, the Teacher Mindset Scale (TMS) was utilized to measure teacher mindset and the Pennsylvania Value-Added Assessment System (PVAAS) data for student growth. Data was analyzed using Pearson's Correlation, Bivariate Linear Regression, Independent-samples t-tests, and One-Way ANOVA. The tested hypotheses did not find a significant relationship between teachers' growth mindset and their PVAAS one-year growth index score. Because no significant correlation was found, a regression model did not exist. Lastly, there were no significant differences in teachers' growth mindset scores and their PVAAS one-year growth index by the level of education, gender, grade level, and subject taught. However, there was a significant difference in teachers' PVAAS scores and their years of teaching experience as teachers with 11-15 years of experience had higher PVAAS student growth scores than teachers with 6-10 years of experience. The findings from this study indicate avenues of future study connected to teacher growth mindset and value-added growth measures to identify student success. Furthermore, additional examination is needed to determine the relationship between years of experience and student growth scores. [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.]