Most instructors at least occasionally experience grading student work as a frustrating, time-consuming task. The Myers–Briggs Type Indicator (MBTI) instrument can be a powerful self-awareness tool for management educators seeking to enhance their grading techniques. Evidence suggests that many management professors prefer Extraversion (E), Intuition (N), Feeling (F), or Perceiving (P) on the four dichotomies of the MBTI instrument. However, these same preferences often make the grading process cumbersome, because grading can require critical, detail-oriented, and time-constrained responses. Using a key insight from type theory—that individuals can develop the talents consistent with their nonpreferred preference on each dichotomy—this article explores strategies to help those of us with E, N, F, or P preferences develop skills from our MBTI Introversion (I), Sensing (S), Thinking (T), or Judging (J) peers, thus making for a more effective grading process. After discussion of grading "gifts" offered with I, S, T, and J preferences, we share specific techniques and tools honed over many years that have helped improve our grading processes.