Student academic misconduct continues to vex higher education institutions in the United States and internationally. The COVID pandemic learning environment yielded more rather than less reports of student academic misconduct. Substantial empirical research has considered the nature of academic misconduct in higher education institutions by identifying its antecedents and correlates. But given the reproducibility crisis in social research, the quality of knowledge that students have on academic misconduct warrants further empirical corroboration. With the intent to replicate, this study used Quantitative Content Analysis to examine 2631 written responses from first-year undergraduate students as they participated in academic misconduct programming implemented by a public university in the United States. Results reported a staggering proportion of first-year students possess piecemeal (at best) or non-existent (at worst) knowledge over citations/references and cheating. Furthermore, such proportions are uneven according to specific college membership. Results corroborate prior research that first-year undergraduate students hold limited understanding of academic misconduct in its premises, patterns, and processes. In turn, results support the design and use of systematic preventive mechanisms to address academic misconduct among higher education institutions.