This article begins with the following pitch:"Without having to miss out on fun, just outsource your test to us, an expert will take it and you will get the awesome grade that you deserve. All at prices you will not believe. How does that sound?" For years, students have been reporting anonymously having cheated and plagiarized--more than 70% in most studies. The public believes, along with many faculty, that cheating is easier to do, and likely even more common, in online courses than on campus. While many online leaders agree, they do not see cheating as a major challenge or barrier to program success. What's harder--and even more important-than deterring and detecting cheating in online education? Certainly designing interesting course formats that catch and hold the attention of students halfway around the world through all hours of day and night. Distractions abound, and the convenience of asynchronous learning makes it all the more tempting to put off work until the last minute (thus making the siren's call from cheating companies doubly tempting). Distance creates the illusion of anonymity. Behavioral ethicists have long noted that context matters: In situations where dishonesty is easy to conduct and rationalize, students are far more prone to caving in to temptation. Thus, designing effective assessments is a critical component of the task of creating distance-learning programs of high integrity. An online program cannot claim to be truly worthy of academic recognition without strong assurance that students are being fairly and effectively assessed in their learning. Student honesty is a prerequisite for the credibility of online programs. In order to better understand the nature of the beast, a survey was designed to learn more about what was being done about cheating in online programs, and how technology itself is being used in solutions. The results were interesting, even somewhat surprising.