Academic dishonesty in higher education is a concern for faculty, students and administrators. Research continues to be conducted to provide a better understanding of the extent of the problem and viable resolutions to this issue. One solution that was explored by Dr. William Kibler in a study conducted in 1992, A Framework for Addressing Academic Dishonesty in Higher Education From a Student Development Perspective, considered a student development framework as an option to this problem. In Kibler's study, a student development perspective rather than a behavioral approach was proposed. This study is a replication of the research conducted by Kibler and addresses academic dishonesty from a student development perspective. The purpose of this study was to explore the existence of academic dishonesty in higher education and to determine if institutions are using a developmental approach to address this issue. A review of current research identified policies and procedures that are being used, and these trends were compared to the policies and procedures that were presented in Kibler's study. The implementation of honor codes were reviewed and the training that is provided to individuals who are responsible for handling academic dishonesty cases were explored. Survey research is the methodology used in this study. Information for this study was compiled from survey questionnaires completed by members of the Association for Student Judicial Affairs (ASJA). The study conducted by Kibler also surveyed the membership of ASJA. Judicial officers responded to perception questions regarding their views concerning the handling of academic dishonesty cases. The results of Kibler's study concluded that there was not a significant indication that academic dishonesty was being addressed from a student development perspective. This current study reflects a similar conclusion.