This study examined how community college students (n = 650) vary by generation and other characteristics in their evaluation of academic activities as cheating. A Likert-type instrument was developed based on the literature, pilot tested, and subjected to factor analysis. Results of MANOVA found no difference by generation in the evaluation of cheating related to exams/papers. However, significant differences did exist among generations in the evaluation of activities of fabrication, taking shortcuts, and making excuses, with Millennials rating activities less strongly as cheating than others. Perceptions of cheating did not vary as a function of other student characteristics. Implications for practice include the provision of clear definitions of allowed and disallowed activities in each course and the stimulation of interdisciplinary dialogue regarding the enhancement of academic integrity. (Contains 5 tables.)