The purpose of this study is to investigate the relation between prospective teachers' goal orientations and academic e-dishonesty behaviors, and also the effects of their goal orientations on academic e-dishonesty behaviors. This research was conducted with correlational method. Participants of the study were 669 prospective teachers attending at Bulent Ecevit University, Eregli Faculty of Education. The data were collected with goal orientation scale and academic e-dishonesty scale. Mean and standard deviation were used for data analysis, and Pearson product-moment correlation was used for revealing the relations between variables. Additionally, stepwise regression analysis was conducted to reveal the prospective teachers' goal orientation scores' predictive power on their academic e-dishonesty scores. Finally, negative, weak, and significant relation was found between learning goal orientation and plagiarism, falsification, delinquency and unauthorized help which are sub-dimensions of the academic e-dishonesty scale. In addition positive, weak and significant relation was found between performance avoidance and all of the sub-dimensions of the academic e-dishonesty scale. The prospective teachers' performance-avoidance orientation became the most powerful and significant predictor of all of the sub-dimensions of the academic e-dishonesty scale.