This study examined the determinant factors of examination malpractice intentions (EMI) among pre-service deaf students in a Nigerian teacher training college. Four (4) research questions were raised and answered in the study. Data were collected from 265 pre-service deaf teachers using a closed-ended questionnaire. Data generated were analysed using descriptive statistics, bivariate correlation, hierarchical multiple regression analysis, and the independent t-test at a 0.05 level of significance. The results obtained revealed a significant inverse relationship between the academic level of pre-service teachers and EMI among the study participants. Peer pressure was found to have the highest predictive capacity of influencing EMI, followed by academic level and study habits, respectively. There was also a moderating interaction between achievement motivation, test anxiety, and EMI among the participants. A significant difference only exists in the EMI among the participants based on gender parity and not the onset of deafness. Based on the findings, the study recommends that relevant stakeholders in deaf education and deaf studies work towards the building of self-confidence required for academic excellence. More so, deaf students should be guided and encouraged to carefully choose friends who can positively influence their academic decisions and actions.