This study examined community college full-time faculty members' perceptions of grading and reporting student learning via course grades using a mixed methods approach. The research questions that guided this study asked about the differences that exist in community college full-time faculty members' perceptions of grading by different academic subdivision, by having or not having a degree in education, and by gender. Additionally, the study examined how perceptions of the purpose of grades differ among faculty members. The study also sought to find out which criteria were used to determine course grades and what experiences faculty members attribute to learning how to grade. For the study, a sample (N=133) of full-time faculty members participated in a one-shot survey, and the data were analyzed using inferential statistics. Subsequently, semi-structured interviews of full-time faculty members (N=8) were conducted to analyze the qualitative data. From the quantitative data, a difference was found in how faculty members grade based on academic subdivision. Additionally, there was a difference found in the purpose of grades based on the number of years the faculty member has been in the field of education. In the interviews, participants reported a wide variety of experiences regarding how they learned to grade, as well as a wide variety of components in their grades, which raised concerns regarding the consistency and accuracy of course grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]