Moral issues embedded in grading practices of high school English teachers are central to this study. Arriving at a fair grade while weighing both achievement and non-achievement factors and the role of teachers' expectations are examined using a theoretical framework which considers grading processes in terms of truth, worthwhileness, trust, and intellectual and moral attentiveness. Grading is influenced by grading systems, perceptions of effort, and concern for moral development. Results indicate that English teachers struggle with issues of fairness, but are confident that their grades communicate the messages they hope to send.