There is a need to provide more case studies of alternative grading strategies in the biology education literature and report on student perceptions of these strategies. Student participants were instructed using alternative grading strategies and then completed course metacognitive self-reflections. Qualitative content analysis was performed on open responses. Students perceived opportunities for helpful instructor feedback, having a learning-focused environment, improved understanding, clarity of focus, reduced stress, improvement, enjoyment, practice, encouragement, and increased self-confidence. They also sometimes compared the logistics of their alternatively graded course to other courses or past experiences. Based upon previous literature and students mentioning opportunities for growth/improvement, a follow-up survey was performed examining the student's growth mindset beliefs regarding biology and general intelligence using a verified survey. Qualitative content analysis was performed on open responses within this growth mindset survey. Students frequently reported growth mindset statements and discussed having to put in effort or utilize various learning factors that help frame their biology and general intelligence. Further, students reported that their alternatively graded course strengthened their growth mindset beliefs and improved their understanding of course content. This work adds to the growing base of case studies of alternative grading strategies in biology classrooms and some qualitative results on the perceived effects that these strategies are having on students.