This study explores and identifies patterns of teacher, student, parent, and administrator responses to letter grade evaluation systems. The study examined four main points: rationales for letter grades, interpretations of grading procedures and process, the consequences of letter grades, and alternatives to letter grades. The study involved an open-ended questionnaire, formal and informal interviews, and a survey. The researcher determined that letter grades influence the sustenance of traditional curriculum based on behaviorist theory with a resultant "trivialization" of content. Students associate their worth and value as human beings with their grades and focus their attention on finishing their work rather than on learning. The letter grade system seems to support a school curriculum shackled by time. (MD)