How do students perceive alternative approaches to grading? Do those perceptions change over time? This mixed methods study addressed these questions for three alternative grading approaches - democratic contract grading, specifications grading, and "ungrading" - in a community college context. While alternative grading models in higher education are gaining popularity, limited empirical evidence exists on how students perceive these approaches, particularly over time and in more diverse settings like a community college population. Community college students in English and psychology courses (N = 109) responded to three surveys at the beginning, middle, and end of the term. They perceived each alternative approach as different than typical grading approaches, but they also viewed each approach favorably, likely to help them learn, and help them complete the course. Qualitative responses revealed an appreciation of growth and improvement, feeling heard, reduced stress, clarity, and improved relationships. The discussion includes exploratory analyses for how students perceived the three alternative approaches differently and what we can learn about the contexts that facilitate positive student development. [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.]