In this qualitative case study, strategies used in elementary school classrooms to promote hopefulness were examined. The strategies investigated were goal setting, agency, and pathways through six detailed interviews with high-qualified elementary teachers from diverse school systems located in Ohio. Teachers were chosen based on recommendations by principals who rated the teachers highly in the domain of culture and climate through the Ohio Teacher Evaluation System. The interview format in conjunction with the case study provided a platform for the teachers to share their stories on the strategies they use in elementary classrooms that benefit student mindsets. The strategies each teacher expressed as important in their classroom were analyzed through qualitative coding to decipher similarities and differences between perspectives and approaches. There were eight central principles that were present throughout the case study analysis: mistakes are part of learning, relationships with students are first and foremost, growth mindsets are important, commitments and goals are important steps in hope, celebrations are important in the classroom, reflections are part of the process, and it is important to have the sayings and phrases in the classroom. Overall, findings appeared to indicate that the most important contributor to hope is having adults believe in the student's ability to do exceptional things. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]