This article reports on a portion of a larger qualitative study focused on a group of interior design students' perceptions of their educational experiences. Twelve interior design students enrolled in their final studio course participated in interviews intended to elicit their perceptions of key barriers encountered during their undergraduate design school experience. Among students' perceived barriers to learning, studio project grades figured so prominently that they are the focus of this article. Interviews were transcribed, coded and analysed using a constant comparative approach. Themes were developed to describe the students' conceptions of meanings and sources of grades. Interactions among main themes are examined and implications for future research are addressed.