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The present qualitative action research study was conducted to gain further understanding of administrator and teacher perceptions about grading systems in elementary schools, administrators' and teachers' ability to ensure consistent and fair practices and any correlation that grades may have to students' social, emotional, and/or academic development. Theorists Atkinson, Maslow, Klapp, and Rotter raised the argument that there is no true separation between the academic, social, and emotional development of a child. The inconsistencies that exist within the grading practices of teachers, along with the distrust that has developed pertaining to teacher judgment, have led to the increased implementation of accountability policies and evaluation systems based on standardized assessments. Qualitative data was collected through the use of a Google open-ended questionnaire and analyzed using the grounded theory approach. Through the final stage of the grounded theory methodology, selective coding, there were six overarching themes that contributed to the perceptions of administrators and teachers about grading systems in elementary schools: structured graded system, monitoring system, equity focus, consistency focus, reflective behavior, and promotes behavior focus. The results showed that there was very little consistency when reviewing teacher and administrator perceptions about grading practices and variables that influence and or should influence marks that are assigned. The results of this study were used to inform future research pertaining to grading practices and the impact on overall student achievement. [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/en-US/products/dissertations/individuals.shtml.]