This study examines the determinants of online academic dishonesty using the theory of planned behavior. We surveyed 1087 college students in Central Philippines and utilized a partial least squares-structural equation modeling analysis to evaluate a proposed model. Results demonstrate that 10 of the 11 hypothesized relationships are statistically significant. Moreover, the paths leading to online academic dishonesty are significantly supported with a 38.6 percent coefficient of determination. Other significant findings have practical implications for theory and practice in higher education, particularly in online assessment. These insights indicate that educational leaders must recognize the need for targeted interventions to promote ethical behavior and uphold academic integrity. Educators and policymakers can use these insights to develop measures addressing online academic dishonesty.