This study investigated students' perceptions of grading equity practices, focusing on preferences and the influence of student characteristics on support for grading equity. Through surveys and open-ended questions involving 256 ninth-grade students, the research highlighted a general preference for fair and supportive grading systems that consider individual circumstances and offer retake opportunities. Multivariate OLS regression analysis reveals that while Pre-AP students show resistance, students experiencing high-stress levels favor equitable grading practices. The findings suggest the need for educational reforms prioritizing transparency and fairness, including student voices in policy development, and emphasizing grading systems that support holistic student development.