Overall, student sentiment toward specifications grading systems tends to be positive and appears to improve as a course progresses. Negative reactions to specifications grading may be attributed to student unfamiliarity with the grading scheme -because many students are habituated to traditional points-based grading -and/or to specific design choices within courses. Reports of student confusion about the specifications grading system and final letter grade determination at the start of a course were common. The confusion was likely due to students encountering an alternative grading approach for the first time and having to adjust to changes in grading norms. Instructors observed improvements in students' understanding of the specifications grading system when the number of LOs were reduced, course content coverage was consolidated, grade bundles were streamlined, and/or when a tool was provided for students to track progress toward and determine their final letter grade. Many publications reported attempts to increase students' buy-in to the specifications grading system. However, these interventions seemed to have varied success in increasing students' comfort with the system. Future studies could investigate the efficacy of buy-in interventions, evaluate how student buy-in changes during a term, and explore whether student buy-in improves after multiple offerings of the course under the specifications grading system.