There is a long line of studies on academic cheating. This literature has established a litany of different individual and contextual factors that seem to inspire student conformity of the official rules of test taking. This study draws on this literature by using fourteen independent variables to explain the cheating habits of students in a Central Appalachian university (the model includes demographic factors as well as interpretations of variables related to professors and peers). While this study uses many of the familiar predictors of cheating for urban settings, it is unique in that it studies the impact of these factors in a rural campus. In the end, this quantitative analysis of 118 students reveals that the dynamics behind cheating might be universal. While rural communities might offer different dynamics for some issues, the extent of cheating at this campus mirrored the rates of studies from many urban schools (almost four of five students cheated in some way). Likewise, the inferential statistics also followed typical patterns. Almost all of the independent variables presented significant results in the bivariate analysis and the variables of Greek membership, enjoyment of college, peer cheating and the fear of punishment remained significant in a multivariate regression.