This study advances the literature on the incidence, attitudes and motivations to complete extra credit assignments. Behavioral feedback from 59 marketing instructors and 43 Principles of Marketing students aligned with reported incidence rates of offering and completing extra credit assignments, respectively. This was followed with open-ended questions about the appeal and benefits of extra credit assignments from a sample of 23 Principles of Marketing students. Content analysis supported by strong inter-rater validation revealed a two-dimensional construct of proactive/achievement orientation to earn more points toward a higher grade and a reactive/recovery orientation to extra credit. Discussion offers guidance on the use of extra credit assignments.