Academic research and newspaper stories suggest that academic misconduct, including plagiarism, is on the increase. This apparent increase coupled with new internet enterprises selling "pass" papers and customized research are worrying trends. Academic misconduct is deeply harmful in a number of ways by devaluing awards, frustrating academics and demotivating "honest" students. Despite the heightened attention given to it, the entire subject seems to be clouded in uncertainty, not least what students themselves think. This article addresses student attitudes and understandings of academic misconduct. Findings from a study conducted within a large business school indicated that teaching on plagiarism was ineffective and there were many misunderstandings, which had coincided with high levels of unintentional plagiarism, bogus referencing and collusion. First-year students in particular experienced difficulties. As part of this article a theoretical framework for understanding student behaviour is proposed which may suggest various improved learning and teaching strategies. (Contains 3 tables and 2 figures.)