An undergraduate student breaks into a professor's office and steals the answers to an exam; the university initiates only process available--discipline pursuant to regulations governing student behavior through judicial affairs. An undergraduate student fabricates lab data and is flunked for the course; the student initiates only process available--grade appeal through department academic practices committee. A graduate student plagiarizes his master thesis and is dismissed from program; the student initiates only process available--appeal of dismissal through a readmission committee. All these scenarios actually happened and all were handled through various administrative university processes not ever designed to handle matters involving cheating, fabrication, and plagiarism. But when a university does not have a unified method of handling academic integrity issues, administrators must default to whatever processes are available. Because these scenarios happened, faculty and staff at a southeastern regional public institution began to discuss better methodologies to handle these matters. But how to even begin a conversation about a process, as well as changing a culture? This article details the story of the idea, the process, and the final product on the journey toward developing an academic integrity policy and procedure that provide a unified methodology for handling the results of student choices to plagiarize, cheat, or fabricate, and, along the way, begins to change a culture. (Contains 3 tables.)