This study examines the nascent forms of political conocimiento demonstrated by elementary preservice teachers before and after a series of activities designed to engage them in thinking critically and quantitatively about the impacts of different grading systems. In reflections about their learning, the preservice teachers most frequently raised considerations related to knowledge with students and communities, followed by political knowledge. Many of the preservice teachers anticipated using their new knowledge in the near future to understand the implications of their professors' grading systems and in the more distant future to design grading scales in their own classrooms. A few reflections showed awareness of the tensions involved in grading systems, potentially a sign of developing Nepantla, while others evidenced more binary thinking. [For the complete proceedings, see ED630060.]