The research surrounding implicit theories of intelligence has seen exponential growth since its inception by Carol Dweck. The concepts of a growth mindset and a fixed mindset, alongside their profound psychological impacts, particularly on students, have become central to discussions among psychologists, education policymakers, and the public. This influential psychological theory has directly informed new policies designed to reduce the achievement gap among diverse student populations, often targeting those struggling or holding a fixed mindset. As this field matured, research expanded significantly beyond the United States, which had historically been its primary focus. These newer studies have unveiled considerable cross-cultural variation in both the prevalence of growth mindset and its relationship with academic achievement. Notably, many non-Western countries have presented findings that diverge from typical Western patterns, raising crucial questions about the generalizability of existing research. Given the global diversity of communities, it is paramount to understand growth mindset through the lens of unique cultural perspectives that distinctively shape student development worldwide, extending beyond Western paradigms. This paper aims to provide comprehensive insight into such factors of variation. By synthesizing existing cross-cultural findings, it seeks to contribute to a more nuanced theoretical understanding of mindset development and propose a framework for interpreting observed differences. It also highlights the extensive work still required to adequately study this multifaceted phenomenon.