Academic dishonesty is pervasive on college campuses, but few researchers have explored students' situational decisions about cheating. This qualitative study explores influences on students' decisions about academic dishonesty, particularly how students' course contexts affect their decisions. The author found that course context factors heavily into students' cheating decisions. The aspects of course context that were prevalent in students' decisions were class size, presence of prevention measures and fear of consequences, perceptions of instructors' demeanor and teaching, relationship with instructors, relevance or understanding of the material or subject, type of assignment, and peer behavior and trust.