This study examines the enduring problem of inconsistent K-12 grading practices by exploring the relationship between teachers' perceptions of various grading practices, such as factoring student behavior in academic grades, as related to grade level, district locale, and training. Survey responses from 2,996 K-12 teachers from one suburban and one urban school district in the southeastern region of the United States were examined. Results revealed that middle/high school teachers from non-traditional training programs favored behavior-focused grading practices, such as homework completion, over practices focused on academic mastery. With increasing teacher shortages and more non-traditionally trained teachers being employed, these ineffective grading practices are likely to find their way into more classrooms, potentially impacting students' ability to achieve academic success. These results heighten the urgency to better understand teachers' perceptions of grading practices and to create alternative training programs meant to help teachers develop more effective grading and reporting practices.