<p>All children can learn elementary mathematics, but some teacher responses may not communicate this fact. The current study investigated teacher characteristics that correspond to person-oriented and processes-oriented responses to success and failure. Elementary school mathematics teachers (<i>N</i> = 175) completed a questionnaire asking about their typical responses to students’ successes and failures alongside their beliefs about mathematics. Process responses were most common, but many teachers still occasionally reported sending person responses in mathematics. Teachers who endorsed a growth mindset more strongly reported giving less frequent person responses. Future work might investigate the effects of elementary teachers’ person responses on young children’s mathematics adjustment, as other work has found that they may undermine students’ learning in mathematics.</p>