In search of the means to preserve academic integrity in online quantitative courses in Master of Business Administration programs, this grounded theory study explored perceptions about and experiences of academic dishonesty with faculty who teach such courses. Participants interviewed in a semi-structured format were from private colleges in the United States. A document analysis guide was used to summarize data from their institutions' existing policies and procedures that address academic dishonesty. This study entailed data gathering and analysis according to the constant comparative method of grounded theory. Several reasons contributed to the decision to design a research study employing grounded theory methodology. First, there is a paucity of literature in which the academic dishonesty problem is addressed from the point of view of faculty. Second, theory that would serve as a theoretical framework is lacking. Third, the nature of this study requires an exploration of faculty perceptions and experiences. Fourth and finally, the anticipated results of the study were to acquire new theoretical knowledge and practical solutions for the problem of academic dishonesty. A theoretical model, also known as a substantive theory, emerged and is grounded in the data of this study. Practical applications were demonstrated through a capstone project and recommendations were proposed that would foster the preservation of integrity in online quantitative Master of Business Administration courses. [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.]