<p>There has been growing interest in understanding the role of parents’ and teachers’ mindsets in shaping students’ mindsets and learning outcomes. However, because most studies have examined the mindset of each socializer separately, the relative significance of parents’ and teachers’ mindsets in student outcomes remains relatively understudied. Using international data from the Survey on Social and Emotional Skills, we examined how parents’ and teachers’ mindsets relate to the mindsets, test anxiety, persistence, and reading and math grades of 10- and 15-year-old students around the globe. We further investigated whether these relationships differed by the age of students. The moderating effects of students’ gender and socioeconomic status were also tested. Data collected from a total of 60,961 students, 34,650 parents, and 6,637 teachers in 10 cities from nine countries showed that both parents’ and teachers’ mindsets are significant predictors of students’ mindsets, although the prediction coefficients associated with teachers’ mindsets are generally weak. Parents’ mindsets also significantly predicted students’ persistence and reading and math grades. Notably, these results were generalizable across 10 different cities in Asia, Europe, North America, and South America. While neither student gender nor socioeconomic status moderated the relationships, further examination of age differences revealed a stronger association between parents’ mindsets and students’ mindsets in the older age group.</p>