The shift to online instruction in higher education related to the COVID-19 pandemic has raised worldwide concerns about an increase in academic misconduct (cheating and plagiarism). However, data to document any increase is sparse. For this study, we collected survey data from 484 students in 11 universities in the USA, and 410 students in five universities in Romania. The data support the conclusions that: (1) cheating on exams increased with the shift to online instruction, but plagiarism and cheating on assignments may not have increased; (2) significant differences between the two countries suggest that intervention planning should avoid assuming that results from one context may generalize to another; and (3) influencing student beliefs about rates of AM among their peers may be a fruitful new route for reducing academic misconduct.