This study describes the development of the Attitude Toward Grades (ATG) survey instrument, a brief internally consistent measure of college student attitude toward grades and reports on selected behavioral correlates of that attitude. An initial item pool of approximately 50 attitude statements was created and the Thurstone equal appearing interval technique (L. L. Thurstone and E. J. Chave, 1929) was applied using 48 judges to establish scalability. A nine-point scale was used to classify the statements on a continuum from unfavorable to favorable. Preliminary studies using the ATG were conducted to assess internal consistency, effect of social desirability, validity against semantic differential, and readability. Internal consistency was found to be .92. The ATG scores correlated +.12 with social desirability suggesting lack of influence of that response set on the scores. A ten-item seven-point bipolar adjective pair semantic differential scale was used with the stimulus concept of "grade" and correlated .91 with the ATG. The median item correlation was .70 and the Flesch-Kincaid readability index grade equivalent value was 7.2. No significant differences were found between males and females or undergraduate and graduate students. Validity was determined via a convenience sample of 53 students and showed statistically significant relationships with the ATG. Attitude toward grades was also found to be positively correlated with student time spent preparing for class and self-reported grade average. (JLS)