Despite its growing use at the K-12 level, standards-based grading (alignment of grading to course standards) has been comparatively neglected in higher education. College students are often confronted with grading practices that reflect subjective, non-standardized formats incorporating a blend of academic and non-academic components. This case study examined student attitudes and experiences regarding standards-based grading (SBG) principles introduced in an educational technology course in a medium-sized, Midwestern university. The authors found that, while students were initially anxious about the paradigm shift and the additional work it would entail, they nevertheless viewed the model as clearer and more fair. As the study progressed, students reported moving beyond "playing the game" of earning points for a grade and actually engaging more substantively with course content. Based on regular formative feedback, students began to take more ownership of their learning. Ultimately, most participants found SBG more beneficial and defensible--and reflective of their knowledge--than traditional grading practices. To supplement these findings, the authors offer some implementation ideas to assist instructors who may want to begin using SBG in their courses, including reflecting on and clarifying their purpose for grading, ensuring that their grades have meaning (by communicating information that is accurate, meaningful, and relevant to student success), and allowing students multiple chances to demonstrate learning (if the purpose of grading and assessment is to encourage and report mastery).