The increasing number of non-Anglophone African graduate students in American universities has uncovered the need to explore their perceptions of academic integrity at their institutions. Violations of academic integrity negatively impact students and their host institutions. This qualitative study was conducted to understand the perceptions of plagiarism that non-Anglophone African graduate students in Midwestern higher education institutions in America have. Six non-Anglophone African graduate students were interviewed, and data analysis showed that the participants had a decent understanding of the meaning and policies of academic integrity and plagiarism. The researcher described the understanding non-Anglophone African students had of plagiarism and how culture influenced their understanding of plagiarism. Knowing how non-Anglophone African graduate students understand academic integrity and the challenges they face even as they are committed to avoiding plagiarism may give insight to institutions, faculty, and staff on how to better assist them in navigating the system and institutional policies and successfully complete their education within the American higher education system. [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.]