Research on the effects of grading on participation behavior is mixed. This study adds to the literature by analyzing the motivational effects of a policy that incorporates student self-assessment, flexible course weighting of the participation grade, and an expanded definition of participation. The results suggest that in some classes, more than half the students categorize themselves as limited- or non-participants, who respond marginally or not at all to participation grading. The findings indicate grading impacted the participation behavior of only 30% of the students surveyed, despite a large majority reporting that the policy was clear and fair. The study's implications and recommendations for policy and practice are provided.