The use of on-line instruction at the university level is becoming increasingly prevalent. In one Arkansas university, computer assisted instruction occurs in the form of web-based assignments through on-line courses and degree programs. Students, who are aspiring to become educational leaders, engage in weekly web discussions and activities through the use of electronic platforms. These graduate students are currently employed by school districts as classroom teachers. Over one semester, students' entries of assignments over six courses were monitored. A review of the time of day during which students were submitting assignments revealed that 51% of their work was submitted during the school day when children were present in their classrooms or during times of employment which would typically be used for preparation or supervision. Is it ethical for teachers to submit college work or correspond with their college professors during the school day? Who is teaching their pupils while teachers are on-line either completing or submitting assignments for graduate studies? Is preparation time "fair game" for teachers submitting their college assignments? What is a professor's responsibility as an educational stakeholder? This paper describes reactions of classroom teachers, who are also educational leadership degree-seeking candidates, upon reading the results of the original "cyberslacking" study. The candidates were asked to read and react to the study's results and qualify responses in a fashion that indicated their agreement or disagreement with the "cyberslacking" dilemma.