A study with both quantitative and qualitative components was conducted with undergraduate teaching faculty at Kansas State University for fall 1999 to spring 2001 to study faculty role in addressing cheating at the collegiate level and faculty awareness of the University's honor system and cheating policies. Data were gathered through a variety of methods and techniques. Two focus groups involving 10 teaching faculty members helped refine a survey developed by the researcher, and a campus-wide survey was then conducted. From 339 to 365 responses per question were received from undergraduate teaching faculty. Offered in the survey was the opportunity to be interviewed about personal experiences with academically dishonest students, and 13 faculty members responded and were interviewed. The researcher also observed faculty members communicating information about academic dishonesty to students. Findings show that faculty perceptions about what constitutes cheating differ, suggesting the need for more dialogue among faculty members to develop a better consensus about what is academic dishonesty and what is acceptable behavior, especially in the area of collaboration. Most faculty members reported familiarity with the University's honor system, but only a minority indicated that they were familiar or very familiar with the policy or procedures of the system. National figures suggest that there is much cheating at the college level, and Kansas State University appears to have its share of episodes. However, faculty responses to this student behavior varied greatly, and they indicated that they had not received training in how to handle academic dishonesty. Some specific recommendations are made to provide further opportunities for faculty to discuss academic dishonesty and receive training in the honor system. Fifteen appendixes contain supplemental information and materials used in the surveys and interviews. (Contains 33 tables and 144 references.) (SLD)