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Students from low socioeconomic status families are not a stranger to problems that plague the province and the district especially in education. Majority of them struggle to excel in their schooling in secondary education due to bad performance in science related subjects like chemistry. The reason being that they entertain the idea that these subjects are meant for the born intelligent and they cannot improve in them no matter how hard they try to work on improving them. They approach them with no academic diligence, feel lost in the school environment, lack motivation and feel marginalized. As a result, they perform badly. Their counterparts from high socioeconomic status families have no problems with their scores in chemistry and other science subjects. This gap needs to be closed and growth mindset as a theory has gained traction over the years. The extent to which students view their intelligence as improvable (i.e., their "mindset") influences students' thoughts, behaviors, and ultimately their academic success. Thus, understanding the development of students' mindsets is of great interest to education scholars working to understand and promote student success. Carol Susan Dweck, an American Psychologist, gives two theories of intelligence, the theory of fixed intelligence and the theory of malleable intelligence. Pupils who believe their intellect is innate and unchangeable hold an 'entity' view of intelligence, more commonly known as a 'fixed mindset'. On the other hand, those who have a 'growth mindset' believe their intelligence is changeable and can develop over time through practice, effort and instruction (David S Yeager, Gregory M Walton and , 2011). This is also known as 'incremental' theory. Dweck notes that individuals with a growth mindset often attribute their performance to the effort they put into their work, rather than factors out of their control such as luck (Cohen G. L., et. al, 2006). This investigation was to experimentally test whether social-psychological interventions like the growth mindset intervention can improve the chemistry achievement of learners from low-income families of Chipata district of Zambia. In this research, we developed and tested if a growth mindset intervention could be of influence to augment academic outcomes in chemistry. We subjected 138 students from different day secondary school in low-income compounds dotted around Chipata district in Eastern province. The sample size of the study was determined by the total number of day schools in Chipata district, which 27. In order to determine this sample for the study, the researcher used the schools' grade 11 registers as a sampling frame that includes a good population representation of the day schools. A simple random sampling was used in order to give every element an equal chance of being selected. In the same vein, the choice of the sampling design increased the validity and reliability of the results. The sample was taken from three different day schools of Chipata district. These are Damn View, Lutembwe and St Atanazio Day Secondary Schools in Damn View, Lutembwe and Mchini compounds respectively. The 12 discussants for the one Focus Group Discussion (FGD) were selected from the named schools. The study revealed that students tended to shift towards viewing intelligence as fixed to malleable i.e., to those of the view that one is born intelligent and there are no two ways about it and those holding the view that with practice, effort, persistence, resilience and instruction, one's intelligence changes, it is like the muscle elasticity. When chemistry scores are compared both in the pretest and posttest, there is no slightest doubt that the grades have swung on the improvement side of the academic pendulum. In a summation, the average scores are 56.3 and 62.2 in the pretest and post-test respectively and the average difference is 5.9. The intervention worked despite its limitations.