Among higher education faculty, having to address academic misconduct and plagiarism is often viewed as a negative aspect of teaching resulting in inconsistent reporting by faculty. Some faculty members take no action in response. Differences exist in attitudes between traditional regular full-time and part-time adjunct faculty members in terms of plagiarism. With the growing use of part-time adjunct faculty to meet the demands for online learning, a fuller understanding of the influences on reporting of student plagiarism among faculty members teaching online is needed to expand the knowledge base about student plagiarism. The purpose of this quantitative nonexperimental study was to examine whether any differences or relationships existed among regular full-time faculty members and part-time adjunct faculty members who teach at least one class online related to reporting student plagiarism in terms of the variables from the theory of planned behavior (TPB). A survey design with hypothesis testing, correlational, and regression analyses was used. Approximately 651 faculty members who teach at least one class online, including 180 regular full-time faculty members and 471 part-time adjunct faculty members from two different Midwestern universities were invited to voluntarily complete the Faculty Reporting Plagiarism Questionnaire (FRPQ). This researcher-developed questionnaire was constructed from modifications made to previously published scale content, reflective of the TPB variables: intention, attitudes, subjective norms, and perceived control. Factor analysis was performed to examine goodness-of-fit of the FRPQ items to TPB. Adequate power for two-tailed t-tests of independent samples was obtained with 156 completed questionnaires (43 [24%] from regular full-time faculty members and 113 [24%] from part-time adjunct faculty members). No significant differences were seen between regular full-time and part-time adjunct faculty members for intention (p = 0.811), attitude (p = 0.863), subjective norms (p = 0.443), and perceived control (sig. = 0.097). No significant correlations were seen among the TPB variables in terms of employment appointment: attitude ( r[subscript pb] = -0.014; p = 0.863), subjective norm (r[subscript pb] = -0.062; p = 0.443), and perceived control (r[subscript pb] = -0.034; p = 0.673. With no differences seen, the needed discussions and training regarding reporting student plagiarism can take place equally with both groups. Fit indices demonstrated mixed results for goodness-of-fit of the FRPQ dataset with the TPB variables. Further research is indicated with the mixed fit indices to further examine the FRPQ and TPB. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]