||In nonformal or leisure-learning environments, education is often referred to as interpretation. Interpretive research and training often focus on improving interpretation through addressing elements of an interpretive program. Little research exists that explores what about the interpreters themselves impacts the effectiveness of interpretation. In this phenomenological study, seven education managers in the intermountain west of the United States answered interview questions regarding attributes of effective interpreters. These managers work for a variety of leisure-learning institutions, including a zoo, a heritage park, a heritage farm, a history museum, a science-history museum, a nature center, and a state park. The data gathered was analyzed using the constant-comparative method. Four attributes and eight sub-characteristics were identified: a go-with-the-flow attitude (adaptable and flexible), a lifelong learner (motivated and knowledgeable), a people person (welcoming and engaging), and passionate (enthusiasm for the subject and love for people). The value managers placed on these attributes may be influenced by the participants' own backgrounds, visitor expectations at each institution, and the staffing models of the different organizations. The attributes and sub-characteristics relate directly to elements of growth mindset. Interpreters and managers can use growth mindset as a tool to develop common attributes of effective interpreters on an individual and institutional level.