Grades often are determined by the unspoken values and beliefs of an autonomous teacher, but technology is making grading practices more transparent to parents, students, and educators. The ability to view the grade books of teachers who are teaching the same course in the same district is increasingly raising questions and challenges to what were once unquestioned grading practices. Talking with educators about how to combine academic and nonacademic factors into grades gives insight to how teachers define a grade. Examining professional practice in terms of grading begins with finding consensus on what educators believe is important for students to know and be able to do. Exploring whether they provide common, consistent communication about their students' abilities can be challenging. In many cases, grades embody educators' core beliefs about educational theory, philosophy, and what they value in educational outcomes. But it is possible to have common, consistently implemented grading practices that support student learning if teachers can uncover their shared values and beliefs and adjust their practices to reflect them. (Contains 2 figures.)