Research indicates that the frequency of cheating in the classroom is increasing accelerating. Students continue to utilize the standard methods of cheating such as cheat sheets, copying off of another student's test paper, or telling friends in the next class period what was covered on an exam. With access to the World Wide Web, opportunities to cheat are more readily accessible than they were 10 years ago (e.g., pre-written term papers). Researchers have tried to answer the question of why students cheat. Among the reasons cited are fear of failure, desire for a better grade, pressure from others to succeed in school, low self-efficacy, and competition. Cultural factors in an institution also contribute to academic dishonesty in the classroom. Teachers can proactively initiate changes that will decrease the incidence of academic dishonesty in high school classrooms. Four areas of intervention for teachers and administrators are implementing honor codes, matching coursework assignments to student academic ability, ensuring that there is no opportunity to cheat, and making clear the consequences of cheating (all of which require teacher vigilance). (Contains 16 references.)(SM)