The present study discusses how teaching methods based on Dweck’s work with implicit theories of intelligence may benefit low-income classroom practices. Past research has experimentally manipulated students’ incremental theories in the short term through praise and in the long term through brain-change oriented instructional interventions. An increase in learning goals and academic achievement has been associated with incremental, or flexible, views of intelligence. This research implemented a four-week literature-based classroom intervention for third grade students to increase incremental mindsets. No relationship was found between condition and theory of intelligence, active engagement strategies, or internal motivation. Post hoc analyses and discussion of limitations offer recommendations for future interventions.