As the number of publications describing the design and implementation of specifications grading has grown, so has the breadth of disciplines from which instructors have reported their experiences. Despite specifications grading systems having four common features -grade bundles, rubrics with specifications and defined passing thresholds, opportunities to revise and resubmit work, and a token system -the details of each design and implementation vary substantially from instructor to instructor. Design choices likely impacted the outcomes of each implementation. Following, we discuss the themes that arose from instructors' design choices and how they influenced implementation outcomes in specifications grading systems, focusing particularly on impacts on time, academic performance, and student reactions to the grading system.