We surveyed undergraduate students taking upper level psychology courses about their course and grade expectations as an extension of the work of Gaultney and Cann (2001) with introductory psychology students. More students believed success in a course was measured by good grades rather than by mastery of new material. They wanted effort to play a significant role, yet realized that effort was hard to evaluate. Students reported they took courses because they were requirements for their discipline or the college, rather than because they were interesting or led to self-improvement. Survey results showed that faculty members were quite aware that students emphasized grades over mastery and new learning in their courses. This knowledge could lead to a jaded approach to teaching and learning that faculty may not have had when they began their careers.