Purpose: Academic dishonesty has been a source of concern for universities and colleges for decades; however, there is limited research linking allied health students to cheating behaviors. The purpose of this study was to explore which cheating behaviors occurred most frequently among speech-language pathology students and why. Method: This qualitative study combined a modified version of the International Center for Academic Integrity Student Survey, the Learning Orientation--Grade Orientation Second Edition survey, and three open-ended questions and asked students to self-report cheating behaviors. Requests to participate were sent to accredited programs, with 462 participants starting the survey. Of those, 248 participants completed the survey and 200 completed both the survey and open-ended questions. Frequency analysis, t tests, and regressions were conducted using SPSS to determine frequency of behaviors, reported seriousness of behaviors, and the relationships between variables that led to cheating. Results: Results indicated that 92% of students knew cheating on an exam was serious, yet 26% of students reported engaging in that cheating behavior. Unauthorized collaboration was recognized as moderate cheating, and 43% of students engaged in the behavior. Multiple regression determined grade orientation, perception of the severity of penalty, and disapproval of a close friend all predicted cheating behaviors. Qualitative questions indicated that students say faculty actions lead to the need to cheat and technology for making it easy. Conclusion: Faculty can combat academic dishonesty by modeling academic integrity, reducing the dependence on grades, setting and following a clear academic integrity policy, and developing interpersonal relationships with students.