The current study investigated whether a brief refutation text intervention could change college students' misconceptions about the malleability of their intelligence and abilities. Students from a 2-year college and a 4-year university in a large urban city in the Northeastern United States participated in experimental and control conditions. A repeated measures multivariate analysis of variance demonstrated a significant overall model with a medium effect size (?p[superscript 2] = 0.11) for increased growth mindset and decreased fixed mindset for students in the experimental condition. A follow-up ?[superscript 2] analysis for a dichotomous variable of fixed/growth mindset demonstrated a 3% increase from pre- to posttest (from 229 students to 236) of students believing in growth mindset. The results demonstrate that a refutation text intervention is effective in promoting growth mindset in undergraduate college students during a brief mindset intervention. This study extends research from a European secondary school context to a US college context.