Chao, Ieng KuanIeng KuanChao2025-12-152025-12-152025-12https://dspace.usj.edu.mo/handle/123456789/6740This study investigates how teachers learn and internalize growth mindset through implementing student-focused interventions in an Asian educational context. Moving beyond examining student outcomes, this research focuses on how implementation serves as a vehicle for teachers' own mindset development. Using an integrated framework combining Burnette et al.'s Framework for Implementation of Mindset Interventions and Kolb's Experiential Learning Theory (ELT), the study employed a qualitative case study design involving three teachers who implemented a 14-week intervention with two interviews. Thematic analysis revealed seven core themes: Teacher Cognitive Reconfiguration, Classroom Strategy Operationalization, Organization Barriers, Systemic Support Needs, Cultural Relevance Gaps, Student Engagement Dynamics, and Student Agency Development. Findings demonstrate that authentic implementation involves teachers moving from explicit labeling to implicit practice, recognizing mindset coexistence, and redefining success as continuous improvement.engrowth mindsetteacher implementationexperiential learningimplementation fidelityMacau educational contexttext::thesis::master thesis