How and what schools report as grades is important. Academics argue that traditional grading reduces teaching effectiveness and the accuracy of reporting (Marzano & Heflebower, 2011). Many education experts advocate for standards-based grading (SBG) as a research-based response (Link & Guskey, 2022; O'Connor, 2018; Townsley et al., 2019). Despite SBG growing in popularity, many schools continue to poorly coordinate the implementation process and are scrutinized by stakeholders during the transition (Guskey & Brookhart, 2019). In addition, the impact of making the change to SBG is not clearly understood (Link & Guskey, 2022; Townsley et al., 2019). The purpose of the qualitative instrumental case study was to learn more about later stages of SBG realization and the perceived effects the change has on a school. Lewin (1947) and Kotter's (2012) change theory framed the case study's interview structure and analysis of the data. Findings from the study provided insight to SBG implementation. Making the change to SBG was portrayed as a journey of trial and error. Challenges to SBG implementation were highlighted, along with a perception of how the change to SBG adversely impacted student academic behavior. Whether or not the change to SBG was worthwhile proved to be debatable among participants. The results showed that although participants displayed a reluctance to the change, they still believed SBG to be a step in the right direction. [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.]