This qualitative case study explored how grading can be used to support learning by analyzing the implementation of a skills-based grading system in a high school English department. Black and Wiliam's (2018) model for assessment in relation to pedagogy was used as a lens through which to examine the relationship between the grading system and student learning. The grading system was analyzed for alignment with each component of Black and Wiliam's (2018) model: pedagogical aims, the planning and design of learning activities, the implementation of formative and summative assessment, and external summative testing. A literature review of research on assessment and grading also informed this study. The data sources were semi-structured interviews with eight English teachers, observations of five one-hour English classes, and review of documents including rubrics, assignments sheets, and state curriculum frameworks. Data was analyzed using thematic coding. Ten major themes emerged, which were distilled down to four criteria that determined the extent to which the grading system studied supported learning. These four criteria were alignment with learning aims; compatibility with learning theories and school culture; clear communication of aims and achievement; and reflective and responsive implementation. The findings of this study have the potential to inform grading and assessment policy at the study site and other similar settings to which the findings may be transferable. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]