There remains a need for more diverse STEM students that will be equipped with the necessary skills and growth mindset principles to pursue STEM positions and careers. While previous research has examined broadening participation through interventions geared toward a specific group, the intervention method used in this research case study utilized a multi-faceted approach to disseminate growth mindset principles across an entire division. We found that the multi-faceted intervention approach contributed to a statistically significant increase in students' attitudes and behaviours associated with growth mindset principles. Furthermore, a chi-square analysis revealed a statistically significant correlation between student classification and understanding of growth mindset principles within the freshman year which is where students encounter most gate-keeper courses. These results provide implications about the effect of disseminating growth mindset principles across an entire division and the impact this approach can have on students as they matriculate through the STEM pipeline.