This paper aims to determine student reactions to the introduction of the typical course grading process to a work-integrated learning course in Exercise Science, which has incorporated a non-graded pass/fail system of assessment since it was first offered. A two-page questionnaire was administered to all students in the course to determine their opinions of changing to a graded form of assessment. Additionally, seven students volunteered for a 20 minute individual interview to examine how the grading of the course affected a number of factors related to their learning in the course. The results of the study indicated that students supported the change from a non-graded to a graded system of assessment. Minimal negative concerns were reported by students. The findings suggest that students prefer the use of a graded system of assessment in a work-integrated learning course in Exercise Science. They perceived that grading of the course increased their motivation to produce their best work in all assessment items, provided them with an opportunity to improve their GPA for entry into post-graduate programs, as well as rewarding them for their efforts.