Students entering the workforce or college after high school must demonstrate both technical skills and highly sought-after durable skills in order to be prepared for college and careers. This study used Interpretative Phenomenological Analysis (IPA) to study the lived experiences of 10 students who participated in a secondary Career and Technical Education (CTE) media production class using an alternative grading approach commonly called ungrading. This research addresses the gap in understanding how ungrading practices can impact the development of durable skills -- particularly creativity, collaboration, and risk-taking -- in a CTE media production class. After high school graduation, the study participants pursued college and careers related to media production industries. IPA methodology was used to explore an experience of significant importance to the study participants. The study found that participants valued autonomy and freedom of choice, a highly collaborative environment, and the safety of learning and participating in new experiences without fear of failure. Ungrading provides a foundation to simultaneously develop technical skills alongside life-long durable skills which are highly valued for success in any career. [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.]