<p>This study examined the relationships among students’ growth mindset, perceptions of the classroom climate, learning engagement, and shame in junior and senior high school students. A total of 405 valid responses to a pretest and 678 valid responses to the actual test were analyzed. Four instruments using 5-point Likert scales were employed: The Growth Mindset Scale, Learning Environment Inventory, Learning Engagement Scale, and Shame Scale. Structural equation modeling was implemented using <i>R</i> statistical software. The findings revealed that students’ perceptions of the classroom climate were positively associated with a growth mindset. Moreover, a growth mindset positively predicted learning engagement, and students’ perceptions of the classroom climate also positively predicted learning engagement. Conversely, students’ perceptions of the classroom climate were negatively associated with shame, which subsequently had a negative impact on learning engagement. Additionally, a growth mindset negatively predicted shame. The empirical data indicated that a growth mindset served as a mediator in the relationship between students’ perceptions of the classroom climate and learning engagement. Potential avenues for future research are discussed.</p>