This study was designed to examine the use of mistakes to promote students' performance in undergraduate Algebra classes by developing a growth mindset. Participants were seventy-four students from three Algebra classes and received one of the three interventions along with regular instruction: (a) growth mindset feedback on mistakes (growth-feedback, n=27), (b) regular feedback on mistakes (feedback-only, n=23), and (c) watching video presentation (control, n=24). Participants from the growth-feedback and the feedback-only groups performed significantly better than the control group in the exams conducted after the intervention. Also, the growth-feedback participants outperformed the other two classes. Findings highlight the importance of valuing mistakes, providing feedback and fostering a growth mindset in developing students' math skills and promoting their academic achievement. [For the complete proceedings, see ED658295.]