Although there are federal regulations requiring gifted education, the implementation and fidelity with which these programs are implemented are varied and often incomplete. This study explored the impact grading systems have on the implementation of gifted programming standards by comparing teacher perception data between schools with traditional grading systems and schools with standards-based grading system. Surveys were sent out to PK-12 teachers in a Midwest state to understand differences in implementation as well as uncover the fidelity of implementation in standards-based grading systems and any predictive factors standards-based grading qualities may have on the implementation of gifted programming standards. Results indicated that there is no significant difference in the implementation of gifted programming standards based on grading system. This study also discovered a lack of fidelity in implementation of standards-based grading. Finally, a hierarchical regression analysis uncovered the implementation of proficiency scales as a predictive factor in higher levels of gifted programming standard implementation. Implications for policy and practice were discussed relating to professional development needs, the use of proficiency scales, and fidelity in implementation for standards-based grading systems. Recommendations for future research considered expansion opportunities as well as suggestions for targeted exploration of specific elements relating to grading systems and gifted programming implementation. [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.]