A study of students' and teachers' attitudes toward cheating in the classroom of English as a second language (ESL) compared responses of five groups to a questionnaire concerning the use of crib notes, copying from another student's test, and allowing or refusing to allow another student to copy in hypothetical test situations. The comparison groups were: (1) 44 native United States undergraduates, (2) 21 Middle Eastern Arabic speakers enrolled in ESL classes, (3) 47 South American Spanish speakers enrolled in ESL, (4) 39 adult Cubans being held in an immigrant detention facility, and (5) 17 ESL teachers, all but 2 of whom were native to the United States. Overall, the results suggest that all saw cheating behavior as essentially wrong and immoral, and that of the five groups, the Spanish-speaking ESL students were the least conservative in their attitudes toward the kind of cheating behavior discussed. The other Spanish-speaking groups also appeared to be consistently less conservative than the other three groups when the groups are rank-ordered. Teacher perceptions of Spanish-speakers as more casual about cheating than others were confirmed, and perceptions of Arabic-speakers as casual about cheating were not confirmed. In written comments, many respondents spoke of the person cheating rather than the act, and the Arabic-speakers characterized both knowledge and honesty as property. It is concluded that the study does not accurately measure moral values as intended, but reflects some problems of measuring culturally-influenced behavior. (MSE)