The United States has seen an increase in cultural and linguistic diversity of student populations. Policy makers have looked toward existing research in dual language education, alternative curriculum, and bilingualism to support the needs of dual-language learners. In this paper, we review two areas of research that have implications for educational policy, and also have theoretical implications for early cognitive development. The first area focuses on cognitive flexibility in bilingual populations. The second area focuses on growth mindset. We highlight the parallels in these constructs, arguing that bilinguals may be uniquely receptive to growth mindset interventions due to their increased cognitive flexibility. We identify specific ways that growth mindset interventions could be applied to support dual-language learners. Lastly, we argue that future research in both areas may provide researchers and educators with a better understanding of early cognitive development in bilingual populations and the emergence of growth mindset in all populations.