Corruption continues to threaten all organizations, negatively affecting every industry around the globe. The purpose of this qualitative intrinsic case study is to explore the experiences of faculty and professionals regarding ethics education obtained in higher education and how well they were prepared to face the moral dilemmas within the workplace. This case study will answer the following research question: What are the experiences of the college faculty and career professionals who have experienced corruption regarding how well their college education prepared them for moral ethical dilemmas faced within their prospective careers? Purposive and snowball sampling were used to select 7 participants who could best provide the data needed to answer the research question. Participants included college faculty and career professionals who had experience with corruption and fraud. The instruments used to collect data were semi-structured interviews, secondary semi-structured interviews, member checking, and personal narratives. An inductive analysis model was utilized throughout the data analysis process. Descriptive coding and elemental methods were used to identify significant words or phrases found within the interview transcripts to create codes. During the second cycle, Vivo coding was used to collapse the codes. Five themes emerged: workplace realities, ethical issues in higher education, ethics curriculum in higher education, ethical leadership, and fraud prevention. All participants agreed that college did not prepare them for the moral dilemmas faced within the workplace. No person or industry is immune to moral dilemmas. In higher education, participants found that cheating is a significant problem, that indirectly teaches students that they can do unethical things as long as they do not get caught. The ethics curriculum offered in higher education must transition from theory and philosophy to a curriculum that is applicable and relevant to the student in their current field of study. Ethics also starts with the leadership; therefore, ethics curriculum must include discussions about what it means to be an ethical leader and the stressors associated with moral dilemmas, as ethical leaders often stand alone. Fraud prevention requires a healthy culture committed to ethics, an understanding of fraud triggers, frequent reminders, and strong systems and controls. [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.]