This qualitative study explored the purpose of grading at three career technical high schools. Four academic and four career technical teachers described their grading practices via unstructured interviews and a comprehensive survey. The teachers' perceptions, attitudes, and concerns were also examined. An emphasis was placed on the career technical teachers' grading practices. The study found that academic and career technical teachers have similar viewpoints on the main purposes of grading. No consistent grading system existed among the academic teachers. Furthermore, academic teachers' beliefs about grading were varied. Two of the four career technical teachers utilized the Individualized Productivity and Achievement System for Students (IPASS) grading system. The findings of this study revealed inconsistent grading practices among teachers at career technical high schools. However, the IPASS grading system may provide teachers with an alternative method for evaluating student work. This study intended to raise the awareness of the purpose of grading, grading practices, and teachers' beliefs about grading in career technical high schools in the early 21st century. [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.]