Growth mindset proposed by Dweck (2006) is a suitable resource to aid teachers to grow professionally and resolve pedagogical crises. It represents a reflective tool that enables teachers to take action toward improvement and success. The objective of this study is to determine the mindset adopted by some English teachers within their professional performance, specifically when dealing with pedagogical crises and professional challenges and the type of mindset that they develop. Four English teachers at tertiary education participated in this descriptive case study conducted over four months. Data were collected by means of three instruments: a survey, a journal, and an interview. The results revealed that the sample population tended to take advantage of pedagogical crises and avoid having a fixed mindset toward issues such as: dealing with students, communicating with bosses or coping with unexpected classroom situations. Findings may have a relevant impact on how teachers assume their daily duties and challenges.