Student plagiarism in higher education is widespread and presents a growing concern for faculty and administrators who are intent on upholding academic integrity. However, a myopic view of plagiarism as a purely ethical issue is misguided. It is not always simply a deliberate attempt to deceive. Through the involvement of students in an introductory MBA course, this case study uses an action research approach to explore student perceptions of the challenges of avoiding plagiarism in academic writing, the appropriateness of plagiarism penalties, and the value of corrective feedback on penalty-free writing assignments. It also offers a practical example of how discipline-based faculty can incorporate plagiarism education into their curriculum.