The purpose of this research study was to investigate teacher perspectives of implementing standards-based grading in kindergarten through fifth grade in language arts and math in Southern Illinois. This mixed-methods explanatory research study examined the challenges teachers encountered when implementing standards-based grading, and the changes, if any, teachers made to the teaching and grading practices in the classroom. Phase 1 of the research study explored the quantitative data, while Phase 2 analyzed the qualitative data. When implementing standards-based grading in the classroom, teachers applied traditional grading practices using percentage scores to grade assessments, and the grading scales were inconsistent with a variety of verbiage in school districts throughout Southern Illinois. The results from this research study identified the perceptions teachers had about implementing standards-based grading and recognized that school districts implementing standards-based grading should provide substantial professional development to assist teachers to be more consistent when implementing standards-based grading. [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.]