Ungrading is the practice of removing grades to allow for more creative thinking while supporting student needs and accessibility. This approach reduces stress, fosters more equitable and productive student–instructor relationships, and promotes a collaborative, rather than competitive, learning community. Current ungrading research in various disciplines demonstrates its potential for both academic and personal development, with implications for students' collegiate experiences and longevity in the field. This presentation surveys existing research on ungrading and offers discipline-specific recommendations for implementation across geoscience courses, including considerations of course size, class level, and assessment practices. Additionally, this presentation includes results from a pilot study of the implementation of ungrading in a graduate-level Tropical Meteorology and undergraduate-level Introduction to Synoptic Meteorology course.