The relationship between academic dishonesty and ethics has received minimal attention in the research literature. Due in part to the added pressure and stress induced by accountability mandates, researchers hypothesized new demands could trigger an array of undesirable responses. This study examined the relationship between teachers' perspectives of their ethical orientation and their self-reported behavior regarding academic policies. Utilizing a survey instrument to capture perspectives on academic decisions, data were collected from elementary teachers (N=155) in one suburban school district within a large metropolitan area in Southeast Texas. The data were then analyzed using both descriptive and inferential statistical tests. The results suggest elementary teachers did report engaging in academic misconduct to some degree. The findings suggest, as well, that reported misconduct was significantly related to the ethical viewpoint of the respondent. Collaboration and professional development are discussed as potential interventions at reducing academic impropriety.