Despite the substantial shifts in education to align classroom instruction and assessment to common academic standards, traditional grading practices remain largely associated with longstanding beliefs and practices. Research suggests that traditional grading may be an inequitable practice that inaccurately communicates student learning (Plourde, 2021; Schneider & Hutt, 2013). In an effort to more clearly articulate student learning progress that corresponds to academic standards, a different grading practice has emerged known as Standards-Based Grading (SBG). Schools endeavoring to replace traditional grading with SBG often experience challenges and opposition from stakeholders. This qualitative, instrumental case study examined the change experiences of school stakeholders (leaders, teachers, and caregivers) and implementation processes in a high school in the western United States that had changed from traditional grading to standards-based grading (SBG). Guided by the theoretical framework of change theory (Fullan, 2015), the researcher conducted individual and focus group interviews and examined organizational documents related to the change process. Findings reflected themes about stakeholder change experiences in a high school that changed from traditional grading to SBG reflecting: (1) stakeholder understanding through communication; (2) stakeholder agency versus accountability; and (3) evolution of stakeholder beliefs. The findings may provide a lens into the authentic change experiences of school stakeholders for education leaders engaging in a change from traditional grading to SBG. [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.]