The Art classroom is unique in its ability to allow students to explore themselves creatively and build technical skills over time. However, while students have these freedoms, it is common that, particularly in younger years, students in the Art classroom struggle with making mistakes and feeling like they themselves, or their work, is not up to standard. The conducted research report examines if these attitudes could change over time through the implementation of ‘positive error culture’ in the Art classroom over a 10 week period. Taking into consideration core theories such as the growth mindset theory proposed by Carole Dweck, alongside the referencing of previously conducted studies in the area such as ‘Error management behavior in classrooms: Teachers’ responses to student mistakes’ (Tulis, 2013) and ‘The significance of dealing with mistakes for student achievement and motivation: results of doubly latent multilevel analyses’ (Käfer et. al., 2018), the study centres itself in the previously established, yet, evolving area of research into the effect of mistake making. Using a variety of data collection methods such as focus groups, surveys and diary entries, the results showed that positive error culture implementation has an overwhelmingly positive effect on student skill, however, the research also concluded that student confidence is more difficult to influence, as students are highly sensitive to the opinions of others.