This action research study examined the experiences and perspectives of teachers participating in a mentoring intervention to develop students’ noncognitive skills of metacognition and growth mindset. The experiences and perspectives of the teacher mentors were analyzed in effort to investigate the effectiveness of the mentoring intervention on developing these noncognitive skills. The study results indicated these noncognitive skills were malleable and the mentoring intervention positively impacted student development of their awareness and practice of metacognition and growth mindset. The impact of the intervention on metacognitive skills was greater than the intervention impact on growth mindset skills. Growth mindset skill development was influenced by factors beyond the classroom and school setting that limited the intervention impact. The study results provided relevant information to the school district’s instructional practice and initiatives to develop student noncognitive skills