The authors examined how three social-motivational factors--approachability of teacher, relationship goal of students, and perception of cheating norms--affect the cheating behavior of business students in China and Hong Kong. It was found that the relationship goal of students and perceived cheating norms were significant predictors of their cheating behavior. Location difference was a moderator that strengthened the effects of these two independent variables on cheating behavior differently in China and Hong Kong. However, there were no direct or interaction effects for teacher's approachability and cheating behavior. The results provided some practical implications for promoting academic integrity in business schools and universities in China and Hong Kong.