This study examined the experience of faculty ethicality in education. Research questions focused on faculty characterizations of professional ethics, related socialization experiences, and responses to dilemmas. Interviews were conducted with 32 faculty members and analyzed using the constant comparative method. Findings describe the experiential dimensions of faculty ethicality and the influence of a higher education ethos on professional reasoning and decision making. The tenure and promotion process is the most influential dimension; but faculty reward systems in general, as well as personal and family identification, also help to structure ethicality. Four elements of academic ethicality are discussed: standard, information, diversity, and integrity.