In this article, we develop an "integrated moral conviction theory of student cheating" by integrating moral conviction with (a) the dual-process model of Hunt-Vitell's theory that gives primacy to individual ethical philosophies when moral judgments are made and (b) the social cognitive conceptualization that gives primacy to moral identity. We found empirical support for our proposed model in a study with 311 business students where moral conviction predicted student moral disengagement and subsequent unethical decision making related to academic dishonesty not only directly but also indirectly through ethical philosophy and moral identity. Based on these results, we derive specific implications for teaching and learning practice.