Despite extensive research, grading and the potential for grade inflation remain areas of concern within higher education. The purpose of this qualitative case study was to obtain collective understandings regarding grading and pressures to inflate grades from faculty and instructors within a research-intensive university. The study focused on a university Health and Human Performance division, housing disciplines such as recreation, health, and physical education at a Carnegie Research Extensive institution. Researchers examined participant narratives for lived experiences and collective understandings of grade inflation, issues surrounding grade inflation, and potential solutions to lapses in rigor and pressures to inflate grades artificially. Results indicated that all participants agreed grade inflation was present within the division. Subjects reported that pressures to inflate grades included lack of training, job security, student behavior, and teacher evaluations. Suggested solutions included required teacher training courses for doctoral students, additional trainings for faculty, structured mentoring, and clear communication regarding expected course grades from administrators.