Students' growth orientation comprises growth mindset, personal best goal setting, and mastery goal setting. The bulk of prior research has focused on individual differences in students' growth orientation and mostly conducted among high school students. There is a need for research to broaden empirical and conceptual knowledge of growth orientation with particular focus on better understanding the function of growth orientation across classrooms, across diverse developmental stages—and the role of the teacher in student- and classroom-level growth orientation. This presentation shares recent findings from growth orientation data collected among elementary (primary) school students (n = 500) and high school students (n = 800). Employing confirmatory factor analysis (including multilevel CFA where appropriate), it first examines the psychometric properties of the hypothesized growth orientation construct (growth mindset, personal best goal setting, mastery goal setting) among elementary and high school samples. Across these samples, it then conducts structural equation modelling (including multilevel SEM where appropriate) to explore the role of teachers' growth mindset in student-level and classroom-level growth orientation—and the association between student, classroom, and teacher growth-related attributes and student and classroom engagement and achievement. Through these analyses, the presentation identifies approaches to instruction and classroom characteristics that foster elementary and high school students' growth orientation and the academic implications of this. Practical responses relevant to these findings are also discussed, with particular focus on what teachers can do cultivate growth-orientation at both individual and classroom levels.