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Praise is thought to affect children’s responses to failure, yet other potentially-impactful messages about effort have been rarely studied. We experimentally investigated the effects of praise and “easy” feedback after success on children’s persistence and self-evaluations after failure. Children (n=150, Mage=7.97, SD=.58 years) from the mid-Atlantic region of the US (73 girls, 79% White) heard one of five types of feedback from an experimenter after success on online tangram puzzles: process praise (“You must have worked hard on that puzzle”), person praise (“You must be good at puzzles”), process-easy feedback (“It must have been easy to rotate and fit those pieces together”), person-easy feedback (“It must have been an easy puzzle for you”), or a control. Next, children failed to complete a harder tangram puzzle. Preregistered primary analyses revealed no differences in persistence and self-evaluation between person versus process praise, or person-easy versus process-easy feedback. Exploratory analyses showed that hearing process praise led to greater persistence after failure than the control condition (d = .61), and that process-easy feedback led to greater strategy generation than the control condition. The effects of adult feedback after success may be more context-dependent that previously thought.