There are many components contributing to academically dishonest behaviors and with improvements in technology, methods for cheating have expanded to web-based classrooms. This study focuses on academically dishonest behaviors in online and face-to-face (F2F) course formats in an attempt to better understand the impact of cheating in these two learning environments. Additional factors in this study include the relationship between student and faculty achievement orientation and classroom context through the use of vignettes. Participants were students and faculty from a large Southwestern University and faculty members from a local smaller college in the same area. Respondents completed inventories using a web-based survey site from which data were downloaded and analyses completed. A multi-method approach was used to gain awareness of participant perceptions both quantitatively and qualitatively. Based on this research and consistent with previous research, students and faculty identified cheating behaviors as academically dishonest in online and F2F learning environments and faculty anticipated cheating behaviors more than students. Moreover, findings indicated that when cheating occurs, students are collaborating on assessments, particularly when those requirements are completed outside of a traditional classroom. With current trends in technology, such as, Google Glass, faculty should be vigilant and forthcoming about their academic integrity expectations. In a proactive response to cheating, faculty can integrate mastery-oriented strategies by generating individualized learning experiences for students in both online and F2F learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]