Our awareness of and attitude towards our language can have a significant impact on our daily lives and our engagement with each other, the curriculum and the environment. Every child has the potential to be exceptional. It is our responsibility as educators to assist them in discovering and fulfilling their potential. To achieve this aim, we must shift our mindsets and trust in our ability to increase learning for all students. As I began to reflect on this, I realised that this was the perfect opportunity to examine if I was truly encouraging a positive growth mindset in my classroom. I have had my class for the past two years and from the beginning some of the children struggled to show positive self-esteem, lacked the ability to face challenges and viewed their mistakes in a negative light. I wanted to foster a greater sense of self-worth among the children through my practice. The self-study action research project aimed to explore the benefits of teaching positive language to children to foster and develop a growth mindset within the classroom. It was a class-based study looking to explore the role I played as the teacher in creating these conditions and in providing opportunities for the participants involved. The research took place in a senior national school with a sample of 26 sixth class children. The study involved a twelve-week intervention covering several concepts. Methods for data collection were pre and post intervention questionnaires, rating scales, nine diamond surveys, structured and unstructured observations, pupil reflective journals and a teacher reflective journal. Drawing on the work of Carol Dweck, we attempted to create a classroom ethos around the topic of a growth mindset which cultivated an environment of growth, possibility and positivity. Through analysing the findings that are presented in this study, I believe my teaching of positive language to children has improved in supporting the development of student attitudes towards subjects they find challenging and has also helped them in the wider world. In doing so, I have learned that my educational ideals of student care, student voice and positivity are critical components of my future practice.