The purpose of this explanatory sequential, mixed methods study was to examine MBA students' perceptions and motivations for plagiarism to identify plagiarism risk factors at a northeastern research university (NERU). Given the current state of academic dishonesty, there was a need to understand what factors may lead to plagiarism. The problem was that the MBA students at NERU engaged in plagiarism driven by unknown factors at rates that can threaten program completion. The conceptual framework provided an overview of academic dishonesty, gender and academic dishonesty and motivating factors for academic dishonesty. Later, each stream discussed the same, but focused specifically onto plagiarism. The research questions were, "How do MBA students at NERU describe their perceptions of plagiarism?", "Is there a significant difference in the frequency of plagiarism cases between males and females at NERU?", and "How do MBA students at NERU describe their motivations for engaging in plagiarism?" This study collected quantitative data using a 26-statement survey from 58 enrolled MBA students. Those results contributed to the questions asked during the qualitative interviews of eight enrolled MBA students. Though females outperformed males in reporting academic violations and plagiarism, there was no statistically significant difference in the number of plagiarism cases between the groups. Participants reported 24 open codes, twenty-one of which were grouped into four categories that depicted students' progression through the program. Grades, time and money were the most salient compulsions towards plagiarism. These pressures, along with the Considerations before Plagiarism, produced 13 risk factors. Students perceived plagiarism as a bad practice that should be avoided. However, students risked plagiarism to recapture time and alleviate stress. Peers, opportunity to commit, and low pride towards schoolwork were additional motivations towards plagiarism. Practice to address risk factors included informing students why courses and associated work were important and offering academic integrity education during orientation. Future research will benefit from more participants, refined survey scale and interview questions, and equal representation of full and part-time 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.]