This qualitative phenomenological study was conducted to determine the grading practices that exist at the high school used for this study and learn how those practices impacted the grades students earned at the end of a semester. Grading practices vary from classroom to classroom at the school and most practices are based on teacher preference and background. Surveys and interviews were conducted with all participating teachers at the school to learn which practices were being employed. Those utilizing a particular grading practice were grouped and the grades assigned by the teachers in those groups were compiled each month. Scores were tracked to learn how the practices affected the grades assigned and if opportunities for improvement were present under the various grading practices. The findings of this study indicate that some grading practices lead to higher scores and opportunities to improve grades during the semester while others cause students to earn lower grades. The findings also demonstrate how various grading practices impact student scores relative to other practices and the average grades assigned overall. The findings of this research helped educators identify those practices that are allowing opportunities for students to improve grades and earn high scores and those presenting barriers to students. [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.]