Although academic dishonesty is known to be prevalent in institutions of higher education, little research has examined the role that differences in disciplinary techniques used in childhood play in its occurrence. This study investigated the relationship between specific disciplinary practices, particularly harsh physical discipline, and the level of academic misconduct in college. Using an online survey, 231 students from three colleges responded to questions regarding their participation in college cheating, satisfaction with family relations, and parental disciplinary practices. Consistent with past studies, 80% of the participants in the study endorsed engaging in some form of cheating in college. In addition, 35% of the sample reported experiencing at least some form of severe physical discipline (e.g., being slapped) during childhood. A hierarchical regression revealed that students who reported experiencing more severe forms of physical discipline engaged in higher levels of academic dishonesty. The use of less punitive disciplinary techniques, including spanking, and family satisfaction was not associated with increased college cheating. The deleterious effect that severe physical punishment may have on moral development and parent-child attachment may explain the study's findings.