As more countries import western curriculums, there is a concern that western curriculum offers an individual cultural approach that fails to reach Saudi Arabian students from collective cultures. With expectations for performing academic work unfamiliar to Saudi Arabian students, many students may resort to academic dishonesty to avoid failure. This Action Research study identified several factors contributing to Saudi Arabian students' cultural influences affecting perceptions of academic integrity in higher education: Saudi Arabian students experience a curricular disconnect when navigating western-style expectations of academic honesty in a collective culture, and the expectations of a western curriculum do not align with the preparation they received in their K-12 experience, which was primarily influenced by their collective culture, creating a cultural conflict. The study sought to determine whether a metacognitive intervention that aims to create independent learners would increase awareness of academic integrity and mitigate these barriers. Preliminary implementation revealed that metacognitive skills positively addressed factors Saudi Arabian students identified as barriers to academic success. Furthermore, this study recommends creating and implementing a long-term campus-wide metacognitive program for the institution. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]