In this article, the authors argue that colleges and universities have an ethical obligation to respond to the problem of cheating in a way that honors higher education's duty to facilitate students' moral and civic development. After the authors compare and contrast the punitive versus developmental approach to cheating, they explore the promise and limits of punishment as well as the promise and limits of education. The article ends with a call-to-action for all colleges and universities to make the commitment to move away from the punitive and toward the developmental approach when responding to cheating.