Some people hold an entity theory of intelligence, they think of intelligence as innate. In contrast, others hold an incremental theory, believing that intelligence can be improved. Previous research has shown that an incremental theory is associated with positive outcomes such as holding learning goals. The aim of this paper was to evaluate an intervention which promoted an incremental view of ... [Show full abstract] intelligence in university students. Thirty five first-year students were shown a presentation which discussed research promoting an incremental view of intelligence (intervention group). Forty four students were shown a presentation which discussed research on memory (control group). Participants completed measures of theory of intelligence, goals and behavioural intentions before and after the presentation. Results suggested that the intervention had been successful in promoting an incremental view of intelligence and thus positive learning behaviours. Interventions such as this may therefore have a positive impact on student success at university.