Over the past decade, the use of rubrics for formative purposes in science education has attracted at-tention for its potential to positively influence students’ self-regulation and learning. This study explores students’ lived experiences of using rubrics as part of learning about the concept of force in the physics classroom. To address these experiences, 19 compulsory school students were interviewed about their use of a rubric specifically designed for an assignment on force and motion. Three main themes emerged from an analysis of the descriptions of their lived experiences: (i) rubrics provide a sense of control; (ii) rubrics are required for high grades, but create stress; and (iii) rubrics foster strategic learning. The experiences revealed in these themes have the potential to deepen our understanding of the challenges involved in using rubrics to teach physics and have implications for teaching students about force