Grading practices have been around for years. Yet, grading is still a never-ending debate. One cause of this debate is the use of traditional grading. Although there is a need for change in traditional grading practices, one understands the deeply rooted traditions behind traditional grading. Grading is subjective based on each individual teacher's perspective. Especially when teachers add non-academic factors such as effort, participation, and homework to average grades. Standards-based grading is a relatively new grading practice that requires teachers to report only on student performance on key standards for each grade level. The focus of this study was designed to examine the perception of educators on standards-based grading and their perception on implementing standards-based grading in Kindergarten through Second grade levels. This quantitative research study was done in a rural central Mississippi district and centered around teachers' responses to a survey which consisted of questions with a Likert Scale rating to gauge teachers' knowledge and beliefs and their resistance to change from a traditional system to a standards-based grading system. The Likert-type scale ranges from 1 (completely disagree) to 5 (completely agree). This survey was given to all kindergarten through second grade teachers via email. Data was collected from three research questions and analyzed through a one-way analysis of variance (ANOVA). Data showed no statistically significant difference in means in all three research questions. With the alpha level of [alpha] = 0.05, the null hypothesis cannot be rejected. [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.]