The purpose of this interpretative phenomenological qualitative study was to obtain an understanding of the lived experiences of instructors in higher education who had implemented ungrading. Ungrading is defined as shifting focus from points/letter grades to detailed feedback on student progress, creating space for failure, revision, and resubmission of work and inviting students to reflect on their growth and propose a final course letter grade (Blum, 2020). Specifically, this study examined instructor perceptions of the benefits and barriers to learning associated with ungrading through the lens of Relational Cultural Theory, a theoretical framework through which relationship is seen as a crucial component of all educational endeavors (Miller & Stiver, 1997). The study was grounded in the literature exploring the problems with traditional grading and learning, particularly regarding motivation, consistency, equity, mental health, and self-efficacy. Semi-structured interviews were conducted with 12 participants to understand their lived experiences in implementing ungrading, along with their perceived benefits and barriers to student learning. Four key themes emerged in the data analysis process: Alignment with Values, Relationships, Motivation to Learn, and Adjustment. Participants revealed that ungrading was more aligned with their values of helping students learn in equitable conditions. They thought the emergence of strong relationships, among other factors, motivated students to learn in a system of ungrading. However, they also discussed ungrading as a force that could work against student motivation to learn, particularly as students adjusted to a new and different grading system. [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.]