Plagiarism continues to be an ethical concern in higher education, as faculty members are faced with increases in academic integrity violations. The problem addressed in this study was that academic dishonesty is on the rise in online higher learning. The purpose of this qualitative study was to determine how undergraduate teaching faculty recognize and manage student plagiarism. The theoretical framework for this study was based on constructivism. Constructivism signifies a viewpoint of how students learn in the classroom, defined as interaction for student learning. This study was a descriptive case study; inductive reasoning was used to identify themes through interviews. Data collection consisted of semi-structured, open-ended interviews. An inductive analysis approach was employed to identify themes that were developed into four categories: (a) plagiarism was defined by the participants as, the use of others' material and claiming, through intent or neglect, as your own; (b) the importance of academic integrity and guidelines for projects and other assignments; (c) what plagiarism detection tools were being used; (d) how students need to manage their time carefully and balance schoolwork, employment, and extracurricular activities. The findings of this study were viewed through the lens of the teaching faculty at a college in Connecticut, how effectively they managed student plagiarism, and how they came to suspect it was happening. Recommendations from this study were practical applications for the incoming students to enroll in an academic integrity one-credit course before attending any core classes at the University. Recommendations for future research were that the college in Connecticut must continue updating academic integrity policies and procedures in their student handbook and have the faculty take action by providing students with writing websites tutorials and plagiarism text detection in order not to encourage students in academic dishonesty and plagiarism. [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.]