Background: Academic role (undergraduates, professors) and institutional context (liberal arts colleges, research universities) may affect how ethical psychology professors' behaviors seem. Objective: This study assessed whether academic role and institutional context related to ratings of professorial behaviors' ethicality. Method: A national sample (N = 608) rated 70 professorial behaviors (e.g., "unethical in virtually all circumstances to ethical in virtually all circumstances") across four domains: teaching, grading, relationships, and professional procedure. Results: G-test of independence analyses yielded differences across academic role (student, professor) for 57% of teaching behaviors, 50% of grading behaviors, 63% of relationship behaviors, and 52% of professional procedure behaviors, although the difference was often a matter of degree rather than kind (ethical or unethical). Differences across institution type (liberal arts college, research university) were largest for relationship behaviors (25%) compared with teaching, grading, and policy behaviors (5%, 0%, 4%, respectively). Conclusion: The data highlight the need for professors' transparency and reinforce calls for the APA Ethics Code to consider context when defining ethical standards for psychologists' behaviors. Teaching Implications: The data set can enhance undergraduate education about the APA Ethics Code and spark discussion about sampling (e.g., limitations of this study are homogenous samples, including high-achieving undergraduates).