This study aims to examine the meaning of growth mindset perceived by high school students, particularly those in science high schools, and to explore the specific impact of growth mindset on the learning attitudes. Additionally, the study seeks to identify the factors influencing the formation of a growth mindset in learners. The research questions guiding this study are as follows: First, what is the meaning of growth mindset perceived by learners? Second, how does a growth mindset influence the learning attitudes? Third, what factors contribute to the formation of a growth mindset? An in-depth interviews were conducted with first-year students currently enrolled in a science high school who exhibited high levels of growth mindset. The research team, following a consensual qualitative research approach, utilized the transcripts of individual interviews as the primary data. The team collaboratively analyzed the data, employing techniques such as domain development and extraction of core concepts. Through these methods, the final conclusions were drawn. The main findings of this study could be summarized as follows. Firstly, learners percieved growh mindset as the possibility of skill development through effort. They expressed that positive changes occur when effort is invested, leading to the realization of anticipated results. Moreover, they recognized that, even in fields where abilities may initially seem fixed and their current proficiency is low, consistent effort could supplement and enhance those abilities. Secondly, the belief that effort leads to skill growth enabled learners to view failure as an opportunity for growth and learning, rather than succumbing to discouragement. They approached setbacks with resilience, attributing failures to insufficient effort and dedicating continuous efforts to achieve their goals. In this process, they demonstrated a commitment to personal development by actively seeking advice from others, maintaining an open mind, and embracing opportunities for learning. Thirdly, various factors influenced the formation of a growth mindset. Notably, experiences of success through effort, praise for effort, and support for effortful actions by both the family and educational environments emphasized the importance and necessity of exerting effort. Learners indicated that these factors played a crucial role in shaping their belief in growth mindset. Furthermore, affection from others and positive communication contributed to emotional stability and comfort, fostering a positive perspective on the potential for skill growth through effort. Learners also highlighted that opportunities to challenge themselves in diverse areas, both at home and in school, as well as the chance to investigate the reasons behind unmet expectations, influenced their belief that growth is achievable through effort.Based on this results, necessarity of providing foundational information for creating an environment that fosters the formation of learners' growth mindsets, including counseling and educational interventions, were dicussed.