Educators are concerned that academic dishonesty is increasing among students, particularly in higher education. There is not a single definition of academic dishonesty accepted by all stakeholders in the field of education. Most studies of academic dishonesty do not include both student and faculty perceptions of academic dishonesty. An in-depth study of how faculty members and students define academic dishonesty, developed their definition of academic dishonesty, and how both faculty and students apply their definition to specific behaviors may be beneficial to understanding academic dishonesty as it relates to the design and implementation of procedures and policies to uphold academic integrity. This qualitative case study was an investigation of how faculty members and students defined academic dishonesty at a southern Louisiana university and why they differed in what they perceived as academically dishonest behaviors. An open-ended, semi-structured interview guide was utilized to conduct interviews with 12 faculty members and 13 students. The information collected was coded and categorized into themes. These themes revealed that, contrary to the literature, faculty members and students were similar in terms of defining academic dishonesty. Both faculty members and students interviewed stated they developed their definition of academic dishonesty through personal experiences. The emergent themes revealed that faculty members and students differ when classifying specific academically dishonest behaviors. This incongruence was found both among the faculty members and students and between both groups. The discrepancies among and between students and faculty when classifying cheating behaviors led to the recommendation that faculty members make their expectations and policies within their individual courses clear to students through written statements on syllabi and discussions in class. It was also recommend that universities ensure faculty members are aware of the university-wide rules and policies regarding academic dishonesty. Future research on academic dishonesty should continue to clarify why students do or do not perceive certain activities as cheating in order to understand motivations for and engagement in academic dishonesty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]