In this article we present results from research on how education environments may influence the propensity of education participants to engage in corrupt practices. We approached this task with the help of a conceptual framework that draws on rational choice and routine activity theory, and on economic models of human behaviour. The framework guided a collection of evidence through desk research, numerous interviews and focus groups on behalf of authorities and civil society in five countries (Armenia, Kazakhstan, Serbia, Tunisia, Ukraine). Our findings suggest that circumstances in education influence problematic conduct in two major ways -- by opening opportunities for the abuse of regular processes in education, and by providing education participants with incentives to engage in it. This contribution offers some insights concerning the incentives of education participants to participate in corruption and discusses why research on corruption can be a valuable source of guidance for systemic improvement in education.