The purpose of this study was to explore the differences between students and faculty’s perceptions regarding academic dishonesty as well as the types of academic dishonesty that the students and faculty have observed. The sample consisted of students and faculty members that voluntarily participated in an on-line survey based on McCabe’s research regarding academic dishonesty. The research questions addressed in this study included understanding differences between students and faculty in (a) rates of identified forms of academic dishonesty, (b) personal participation in academic dishonesty throughout the college experience, (c) beliefs regarding what constitutes academic dishonesty, (d) perceived reasons why some students cheat, and (e) rates of the most common ways in which students use new technologies to cheat. This quantitative study examined the beliefs and experiences that the students and faculty members have had regarding academic dishonesty at the community college level. Findings indicated that there are some problems with academic dishonesty at the community college level. Chi-square analyses were used to demonstrate that there were consistently significant differences between the students and faculty beliefs about academic dishonesty and its justification. Students reported greater frequency of academic misconduct than did faculty, and they also were more prone to accept that cheating could be justified in certain circumstances. While the differences between faculty and student views were statistically significant, these differences were often small. This led to the conclusion that the faculty members were largely aware of cheating in their classrooms. Implications for social change include informing coordinated interventions that reduce academic dishonesty and contribute to more generalized ethical behavior.