This article considers the challenges heralded by digital technology in relation to the management of academic integrity on high-stakes Direct Entry English Programs in Australia. Firstly, a number of the ways in which students are using digital tools to complete assignment writing are examined. Secondly, findings from a review of academic integrity policies at a group of Australian universities and colleges are presented, showing that they fail to explicitly capture this emerging method of rule flouting. Finally, the implications of this emergent theme are explored as a learning and teaching issue for Direct Entry Programs that requires further investigation.