Academic dishonesty poses a challenge for the online and campus-based learning environment where technology and assessment at a distance may encourage easy and innovative ways of cheating. The purpose of this quantitative study was to assess campus-based and online students' attitudes and perceptions toward academic dishonesty. Data were collected via the Student Academic Honesty Survey to measure student perceptions of academic dishonesty to determine the following: (a) whether biological males and females differed in their perceptions of academic dishonesty, (b) the predictive relationships between perceptions of academic dishonesty and locus of control after controlling for type of school, and (c) online learners and campus-based learners' perceptions of academic dishonesty. Ajzen's theory of planned behavior served as the theoretical framework. The sample consisted of 186 online and 352 campus-based undergraduate students. A two-tailed ANOVA test revealed no statistically significant differences in perceptions of academic dishonesty based on gender. Regression analysis revealed no significant predictive relationship between perceptions of academic dishonesty and academic locus of control after controlling for type of school. A two-tailed ANOVA demonstrated statistically significant differences by type of student, where campus-based students had significantly higher perceptions of academic dishonesty than online students. However, the size of the effect was small. Results may be used to improve educators' understanding of academic dishonesty and student attitudes toward cheating, which may be used to reduce academic dishonesty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]