The purpose of this study was to determine the impact of standards-based grading (SBG) on student achievement at Lipscomb Academy, a private, faith-based school in Middle Tennessee. In this mixed-methods study the researchers utilized test score data from middle school math and language arts midterms, AP Psychology Exam scores, digital questionnaires, focus groups, and interviews to evaluate the impact of SBG on student achievement. The quantitative results of this study showed no statistically significant difference between SBG and traditional grading. The qualitative results revealed that most stakeholders supported the philosophy of SBG but all experienced frustrations with inconsistencies in the implementation of SBG, which led to misconceptions about homework and retakes. [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.]