Within the physical education discipline, there has been debate and a lack of consensus with regard to the relevancy of various factors used for the determination of student grades such as attendance, being dressed in a physical education uniform, and participation. To examine current professional practice with respect to grading in physical education, a survey study was conducted. This survey suggests that most physical educators base grades largely on administrative tasks such as dressing, attendance, and participation. And when grades do reflect elements related to skill or fitness, the majority of grading is based on improvement rather than on absolute overall performance. This study suggests that it is time to collectively, as a profession, revisit the purpose of grading and seriously consider adopting assessment/evaluation methods that enable teachers to communicate, through grades, a student's achievement as it relates to curricular outcomes. Recommendations for useful and meaningful grading are discussed. (Contains 1 figure.)