Numerous studies have shown that grading is a complex process that involves negotiating technical,
social, and ethical factors. While previous research has primarily focused on the reliability, composition,
and validity of teachers’ grades, few studies have examined grading practices across cultural contexts and
teaching subjects. The purpose of this exploratory study was to analyze how culture and teaching
subject influence teachers’ grading dilemmas. Based on individual and group interviews with 11
Canadian and eight Swiss teachers, and using a “dilemmatic space” conceptual framework, this article
inductively identified five dilemmatic spaces across cultural contexts and teaching subjects. The paper
concludes with a discussion of the cross-cutting dimensions across these five dilemmatic spaces and
articulates implications for future research and practice.