This study sought to determine factors impacting faculty response to academic dishonesty at a multi-campus, two-year college. This study investigated faculty: (1) perceptions of the extent of academic honesty; (2) perceptions of, and attitudes toward Academic Dishonesty Policy and policy implementation; (3) responses to academic dishonesty; (4) attitudes concerning values education; and (5) attitudes about responsibility for reducing academic dishonesty. This study further delineated perceptions, responses, and attitudes among faculty grouped by employment status, campus, years of service, and discipline. A 25-question survey instrument was completed by 742 part- and full-time faculty members. The results indicated that faculty do not perceive academic dishonesty to be a serious problem. Faculty believed themselves to be familiar with current policy and procedure, and are not concerned with policy implementation. The faculty believe that they have a primary role in values education. Of those surveyed, 86% have suspected, and 65% have been certain of, academic dishonesty in their classrooms. The majority of the faculty do not regularly follow institutional policy and most handle incidents of cheating and plagiarism on their own. They believe that the responsibility for reducing academic dishonesty lies primarily with students and faculty. This document includes implications and recommendations for policy usage, values education, and reducing academic dishonesty at multi-campus two-year colleges. This document contains 133 references and 9 appendices. (TGO)