<p>Teachers’ mindsets play a significant role in supporting and advancing students’ learning trajectories. While considerable research has focused on the impact of teacher mindsets on instructional practices and motivational factors, less attention has been paid to their understanding of neuroplasticity – one of the fundamental concepts behind a growth mindset – and its potential link with mindsets. The purpose of this study is to examine Finnish pre- and in-service elementary school and special education teachers’ (<i>N</i> = 312) mindsets and conceptions of neuroplasticity, which were measured using an online survey. Using exploratory factor analysis, we examined the factor structure of the instrument measuring conceptions of neuroplasticity. We identified one factor, “Scientific knowledge about the brain,” with an acceptable internal consistency. By contrast, the items of the other factor, “Neuromyths,” were examined individually because they lacked the necessary internal consistency. In line with previous Finnish studies, the teachers tended toward a growth mindset, and their mindsets were more growth-oriented regarding intelligence than giftedness. Moreover, we found that being a pre-service teacher explained stronger growth mindset tendency toward intelligence based on the results of regression analysis. Furthermore, teachers´ understanding of neuroplasticity was grounded in scientific knowledge. Regarding the connection between mindsets and conceptions of neuroplasticity, we found a relationship between mindsets about intelligence and giftedness, and certain neuromyth items. Further research is required to explore the extent to which mindsets play a potential role in either promoting or reducing misconceptions related to the brain and learning.</p>