Research regarding rubrics in K-12 classrooms and in higher education has focused on teachers' perceptions and use of them. Rubrics have been found to objectify subjective assignments, ensure accountability, and improve student understanding of teacher expectations (Andrade, 2000; Hall & Salmon, 2003; Walvoord & Anderson, 1998). This study focuses on students' perceptions of a rubric and its use. After surveying students in an elementary social studies and science methods course, the authors found that, when they compared it to other elements of the course, students perceived the rubric as being most beneficial in helping them to complete course assignments successfully. More than half of the students gave the rubric the highest rating, and most students perceived the rubric as empowering. (Contains 3 tables.)