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Mindset is a construct of interest for challenging learning environments, as science courses often are, in that, it has implications for behavioral responses to academic challenges. Previous work examining mindset in science learning contexts has been primarily quantitative in nature, limiting the theoretical basis for mindset perspectives specific to science domains. A few studies in physics education research have revealed domain-specific complexities applying to the mindset construct that suggest a need to explore undergraduate perspectives on mindset within each science domain. Here we present a multiple case study examining chemistry-specific mindset beliefs of students enrolled in general and organic chemistry lecture courses. A between-case analysis is used to describe six unique perspectives on chemistry mindset beliefs. This analysis revealed that students’ beliefs about their own ability to improve in chemistry intelligence or regarding chemistry-specific cognitive abilities did not consistently match their views on the potential for change for other students in chemistry. The nature of the abilities themselves (whether they were naturally occurring or developed with effort), and the presence of a natural inclination toward chemistry learning were observed to play a role in students’ perspectives. The findings from this analysis are used to propose a more complex model for chemistry-specific mindset beliefs to inform future work.