The study sought to ascertain faculty perceptions of their own grading practices, opinions of what grading standards ought to be, and knowledge of how other disciplines grade. Opinions were gathered by a survey of teaching faculty at Georgia State University. Analysis revealed that faculty opinions about grading are strongly associated with academic discipline. Faculty in those disciplines emphasizing factual and cumulative course content tend to feel that grades in their discipline are lower than those in other disciplines, tend to emphasize written tests and quizzes to evaluate students, and tend to express confidence in the letter grading system. Faculty in the fine arts, education, and the health professions have less confidence in the conventional grading system, hold that a B grade indicates average performance, and use nonquantified factors (such as attitude and effort) in assigning students' grades. Faculty with greater seniority tend to have stronger opinions about grading practices. The analyses are narrative, with data tabulations and the survey instrument (Appendix A) appended. (Author/MSE)