Achievement-based unit grading in secondary physical education is not commonly practiced due to resistance to grading students based on learning, performance, or achievement. Traditional grading practices based on managerial factors, such as attendance and good behavior, and on "pseudo-accountability" do little to make students accountable for physical education outcomes. This article recommends three strategies for overcoming resistance to achievement-based unit grading: (1) grading practices must emphasize that students are accountable for earning their grade and that it is not given for nothing; (2) positive rather than negative scoring techniques should be used when developing rubrics and reporting evaluations, scores, and grades; and (3) the grading ingredients and weight--both for skill tests and the unit grade--should be based on students' mastery of meaningful educational outcomes.