Throughout history, educators at all levels and stages of the educational process have researched and questioned which grading and assessment practices are the most effective and efficient. Research supports the idea that standards-based grading is an effective grading practice that provides a true picture of what students know while motivating them to take an active role in their own education. This qualitative case study sought to identify teacher perceptions of the key components necessary for the successful implementation of standards-based grading and assessment practices. While finding an effective grading practice is crucial to promoting student success, the practice itself will be completely useless if it is unable to be fully implemented and sustained on a long-term basis by the administrators and educators within the educational environment. This study was based on the theoretical aspect of implementation science as the aspect pertains to the process of implementing evidence-based programs and practices. A phenomenological research approach was employed for this study in order to summarize findings through common themes that will emerge when analyzing data collected from two groups of teachers within their respective school districts. The narrative data collected in this study was able to yield results that are beneficial in supporting the future implementation process of standards-based grading and assessment practices. It was found that in order for the implementation process to be truly successful, administrators must become experts in the practice, involve key stakeholders in the overall process, provide continued support and professional development, and work diligently to provide avenues for open lines of communication. With the adherence to these key components, as perceived by teachers, a successful implementation of standards-based grading and assessment practices can be achieved. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]