In 2019, the four authors were teaching mathematics at the same public middle school in a suburban district of the mid-atlantic. They had been seeking ways to make adjustments to assessment and grading practices to support students in their learning, and after reading Joe Feldman's "Grading for Equity" (2018), they were inspired to make some significant changes to their grading practices. It started with small, incremental changes, and then three years later the entire team of eight teachers were using a new grading system. During the 2022-23 school year, students' behaviors and attitudes about their work and grades had improved. In this article, the authors first identify the goals they had for improving their grading practices. Then, they explain how they changed their grading practices to value the learning process. Finally, they share how they have observed these changes promote a positive shift in students' mindsets about their grades and learning.