Employing and testing shoplifting-based constructs, we develop and validate a new multifaceted cheating behavior scale that allows educators to segment cheating behavior into what students perceive as trivial versus serious cheating. Results confirm that shoplifting-based scales perform well as predictors of cheating and also suggest that from their perspective, students do perceive two different types of cheating behavior: one serious and the other minor. For serious infractions (e.g., copying another's work) only "economic factors" play a part in the student's decision to engage in cheating behavior. However, for minor infractions (e.g., turning the same paper in for more than one class) "economic factors, unattainable grades", and "low perceived risk" all play a role in the decision to cheat. Interestingly, contrary to anecdotal evidence, "peer influence" does not influence cheating.