The purpose of this study was to investigate the specific factors teachers consider when assigning students' report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the "Teachers' Grading Practices Survey." Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers' years of experience and no interaction effect. Differences by grade level were evident in teachers' consideration of both cognitive and non-cognitive factors of students' performance. Implications are discussed for improving grading policies and practices, teacher education and teacher professional development.