This paper examines the issue of grading in terminal degree programs as well as exploring the history and utility of grading. Through personal reflection, the author reveals how grading is a coercive management tool which conditions people to act, speak, and participate in ways which they would not otherwise if grading were not present. Finally, the author urges for reform in grading practices whereby educational settings deemphasized grading althogether - creating fruitful learning experiences that encourage learners to take risks, talk freely, and explore topics and readings beyond the course expectations.