The purpose of this study was to investigate the specific factors teachers consider when assigning the grades they record on students' report cards. Data were gathered from 943 K-12 teachers from five school districts in a Southeastern state who completed the "Teachers' Grading Practices Survey." Analyses focused on how teachers weigh different factors in determining grades, if these factors and weights differ among teachers who teach at different grade levels, and if they vary among teachers with different years of classroom experience. Results revealed statistically significant differences related to teachers' grade level but no differences associated with teachers' years of experience. Identified differences were evident in teachers' consideration of both cognitive and non-cognitive factors of students' performance. Implications are discussed for improving grading policies and practices, teacher education, and teacher professional development.