This paper examines how growth mindset and belongingness messaging can be applied to instruction in an online classroom to improve student outcomes. Research has shown that growth mindset and belongingness messaging can be used to improve student outcomes in traditional classrooms. This research uses regression analysis to compare different aspects of two different asynchronous online courses of general psychology to see if the same effects can be reproduced in online classrooms.The courses were taught at the University of North Carolina at Charlotte in the fall of 2020. Both courses were designed using the same shell course and administered the exact same assignments with the exact same grading scale. The only difference between the courses was one course instructor used growth mindset and belongingness messaging language when communicating with students. This required the instructor to make changes to language in the syllabus, weekly email communications, and assignment directions. The treatment was found to have no effect on student exam grades, but did have a statistically significant effect on students' classwork and homework averages. This initial analysis supports this type of teaching best practice can positively affect student outcomes when learning online without sacrificing the benefits of online education.