As computing becomes a deeper part of the human and social lifeworld, the field as an academic discipline stands to benefit from increased engagement with social science perspectives and research methods. Essential coursework, including in methodology, helps students understand the discipline’s social turn and situate their own work within it. This is especially important for doctoral students, given their position as the next generation of knowledge creators. Qualitative inquiry is a mainstream approach in the social sciences, but it also has a rich tradition in computing fields like information systems and human computer interaction. Qualitative research methods have gained traction in computing education research, and some doctoral programs in information require coursework in qualitative research. The process of learning research methods is complex and can involve shifting one’s worldview in addition to understanding concepts and developing skills. In this paper, we argue that a pedagogy of ungrading, which eschews points-based grading for feedback-based assessment, is well suited to shifting worldviews because it centers engagement over measuring outcomes. We—a faculty instructor and five PhD students—present this experience report detailing the design and implementation of ungrading in a graduate qualitative research methods course in a computing PhD program. We explain how the course was designed and present self-reflections that illustrate how a pedagogy of ungrading facilitated meaningful learning experiences among students whose research interests span the epistemological and methodological spectrum.