When adolescent students first learn a musical instrument, they can demonstrate a fixed or growth mindset (or a mixture of both) when it comes to their beliefs about their skills. Research indicates that adolescents who receive mindset interventions increase academic performance and improvements in their overall mental health and well-being. Music education researchers have found that many musicians lack the mental strategies to improve competency beliefs, but there is scant research on growth mindset interventions in music classrooms. In orchestra, vibrato is often thought to be a skill with mental and physical challenges. The purpose of the study is to examine the experiences of eighth-grade students who receive a growth mindset intervention while learning vibrato in a heterogeneous string classroom. The following questions guided the study:What are students’ lived experiences of growth mindset instruction while learning vibrato on their instrument? How do students connect their understanding of a growth mindset to their vibrato skills? How does a growth mindset intervention impact students’ perspectives of their vibrato skills and the learning process? Do the students demonstrate any changes in their mindset after the growth mindset intervention and vibrato instruction? The participants were a convenience sample of 8th-grade students from the researcher’s classroom who were learning vibrato for the first time. Although descriptive data were gathered from the whole class, a sample size of seven participants was selected to examine students’ lived experiences in depth. The participants were selected to have a mix of the following characteristics to have a variety of perspectives: mindset scores, instrument, ethnicity, and gender. Data collection from the study included teacher observation (written journaling), student interviews, journal samples (a mix of media recording and written), as well as pre- and post-intervention mindset surveys. While the participants displayed a mix of mindsets about their vibrato throughout the study, many of the students reported that mindset activities helped them improve their mindset and vibrato learning experience. The researcher observed that the class was generally more motivated to learn vibrato, perseverant through learning challenges, and applied vibrato to their music on their own when compared to previous classes. The study contributes to the limited research on growth mindset in the music classroom and provides implications for mindset training for young musicians. It also contributes to the limited body of research in string vibrato pedagogy and may provide more implications for the mental processes of learning vibrato.