Research on implicit theories of intelligence in academic settings has become increasingly popular among researchers and educators. Implicit theories of intelligence represent how people respond to challenges and convey either a growth mindset (intelligence is malleable) or a fixed mindset (intelligence is unchanging). While students’ mindset beliefs are incredibly important, how they perceive the mindsets of others can be a stronger predictor of student success outcomes. However, much of this research has focused on instructors and has yet to be expanded to the academic advising realm. Advisors play a key role in students' academic decision-making, and advisor-student relationships can be influential in positive student development. Research on academic advising has primarily focused on advising style, classified as either developmental (holistic) or prescriptive (rigid), with less emphasis on advisor mindset beliefs. However, advisors who believe their students can improve (growth mindset) may be more likely to prioritize advising that promotes student development (developmental advising). In contrast, an advisor that does not believe students can improve (fixed mindset) might suggest a curriculum that underestimates students’ true potential (prescriptive advising). This study aims to examine these variables from both the advisor and student perspectives. First, what is the relation between self-reported advisor mindset beliefs and advising style? Secondly, what is the relation between student perceptions of advisor mindset beliefs and advising style? We will run correlational and descriptive analyses using survey data collected from advisors and students at a large public university in the United States. A positive association may indicate an opportunity to utilize developmental advising interventions to promote growth mindset, or growth mindset interventions to promote developmental advising. The results of this study will generate directions for future research to better understand how these motivational processes directly impact student satisfaction and success.