This paper shows how values shift theory can be applied to explain the increase in and growing legitimacy of cheating and plagiarism among today's college students. My argument is that the acceptance of cheating among students is the product of a different, post-millennial, value orientation toward what education means and how to obtain it. My conclusion is that university personnel should understand cheating as a product of values change rather than as willful wrongheadedness on the part of students. Accordingly, we should consider adapting our institutional policies and classroom practices--our expectations and evaluation of student performance and behavior--in order to capitalize on the best meaning of these changes, particularly those that emphasize student autonomy, inquiry, and initiative.