This qualitative descriptive study aimed to examine veteran high school teachers' perspectives concerning dishonesty in the classroom, teachers and administrative management, and the role of moral leaders in an environment where dishonest behavior occurs. These three objectives aided this investigator in forming and guiding the research questions. The sites of this analysis were from two rural high schools in East Tennessee. The results of this four-year investigative study reveal that a unanimity of respondents consent that dishonest behavior in the rural high school setting is a grievous issue with disastrous consequences. The conceptual frameworks chosen to guide the study were two-fold. The first focus of this study is to reflect on Kohlberg's (1958) Stages of Moral Development, which provides a theoretical lens through which to understand the ethical dimensions of academic dishonesty and the role of teachers in fostering moral development in students. The second focus concentrates on the understanding of the teachers' as well as the institutional impact on any educational campuses' academic integrity culture through an organizational leadership framework presented in 2017 by Bolman and Deal as well as Bertram-Gallant's (2017) study (Bertram-Gallant, 2017; Bolman & Deal, 2017; Kohlberg, 1958). This investigator utilized purposeful sampling to select 15 veteran high school teacher participants who have taught in the same high school environment for at least ten years. The study incorporated multiple data collection methods, including personal interviews, survey/questionnaire, document analysis, and follow-up with each participant. Data collection occurred from face-to-face and over-the-phone interviews, and teachers answered interview questions privately. This examiner incorporated an interpretative analysis strategy, and themes emerged. The study indicated that classroom teachers who employ precautions against academic dishonesty will curb the occurrences. Teachers must be morally ethical in conveying integrity to their students every day. Equally important, teachers require all administrator's support in dealing with the dishonest behaviors of students. [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.]