Given that students at secondary and postsecondary levels believe that certain behaviors are morally wrong and consider them cheating, they still perform them, albeit infrequently. This article examines the psychology of cheating, emphasizing individual psychological factors that influence integrity behavior. From this research, strategies to prevent cheating for students at all levels emerge. The evidence supports using self-concept, challenging neutralizing attitudes, and a focus on prosocial responses to cheating, rather than shaming students to reduce cheating.