<p>Much of the work on mindsets has focused on individual beliefs. However, recent work has suggested that mindsets can also operate at the environmental level. In this study, we investigated whether and how students’ perceived classroom fixed mindset climate could predict their sense of belonging, and how this, in turn, led to different levels of achievement goals. We also examined the potential moderating role of self-efficacy in this hypothetical model. Results from a sample of 823 Chinese adolescent students revealed that classroom fixed mindset climate positively predicted both performance-approach and performance-avoidance goals. Moreover, classroom fixed mindset climate indirectly and negatively predicted mastery goals through students’ sense of belonging in the classroom. A multi-group comparison analysis further showed that students with low self-efficacy are more inclined toward performance-approach goals in a fixed mindset classroom climate compared to students with high self-efficacy. Our findings underscore the significant influence of classroom mindset climate, suggesting the need to broaden our theoretical purview beyond just personal fixed mindset beliefs.</p>