The purpose of this qualitative study was to learn how digital-native college students perceive of cheating and plagiarism. Today's students grew up with high-speed internet, smartphones, and instant access to information. Their learning environment was greatly altered during the COVID-19 pandemic, shifting many from in-person to online learning. Additionally, the expansion of AI language models such as ChatGPT has raised questions about how students' use of this technology may affect the value and effectiveness of higher education. Given these factors, it is incumbent upon faculty and higher education practitioners to understand how digital-native college students perceive of cheating and plagiarism. This basic interpretive study used in-depth interviews with 14 digital-native college students at a private, Catholic, liberal arts university. The Theory of Reasoned Action was used as a theoretical framework to interpret the themes generated by a constant comparative analysis of these interview. The findings show that these students can define and identify cheating and plagiarism; they want transparency, care, and trust from their professors; and they do not perceive of cheating and plagiarism as moral issues. Based on these findings, it is recommended that faculty and practitioners emphasize the "why" rather than the "what" of academic integrity; engage students in conversations about AI; and frame academic integrity as a value proposition, rather than a moral choice. This study is an important contribution to the literature on how digital-native college students engage with academia. [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.]