A 13-item questionnaire was administered to 287 engineering students at the University of Nebraska-Lincoln to obtain information about their grade point average, financial assistance, membership in honorary societies, living arrangements, sex, and frequency and type of cheating on homework assignments and tests. Also included were four questions assessing their perceptions of cheating among their peers. Results indicate that the majority of students cheat. Several negative consequences are identified, including harm done to cheaters themselves, the profession, and society at large. Several solutions are also proposed, including persuading students to realize the harmful consequences of cheating, assigning ungraded homework problems or assigning different problems to different students, and closely monitoring students taking examinations. Lastly, it is suggested that some benefit would be gained from publicizing university and departmental policies on cheating, with the assumption that these policies are strictly enforced. (Author/JN)