Self-theories of intelligence (SToI) are beliefs that individuals hold regarding the nature of their own intelligence. Two categories of SToI have previously been identified: an entity SToI and an incremental SToI. Previous research has established different patterns of learning behaviour associated with each, pertaining to effort, motivation, goal orientation and achievement. More positive outcomes are associated with an incremental SToI. Previous research has paid little attention to how SToI develop, despite the importance they hold for learning. The current research investigates whether an association exists between the SToI of a parent and the SToI of her/his child. Self-report questionnaires were completed by sixty parent-child dyads. Parent and year six children across seven schools acted as participants. SToI were measured using Dweck’s (2000) scale. Findings indicate a positive association between parent and child SToI when participants without a clear SToI are excluded. The association was stronger among dyads where the parent perceived that opinions within dyads would be similar, although unrelated to children’s perceptions. Significant agreement among parent-child dyads was observed on the factor they believe least likely to increase intelligence, but not the factor they consider most likely to increase intelligence. Parent-child dyads were in agreement about the type of praise a parent provides her/his respective child. No relationships were observed between the type of praise reported and child SToI. A more incremental parent SToI was associated with parents who report providing process-focussed praise than parents providing achievement-focussed praise. Findings are discussed in relation to the literature and limitations identified.