When faced with pervasive--and increasingly creative--forms of plagiarism and cheating, what should faculty members do? Give in? Give up? Or should they consider the classic break-up line "It's not you--it's me" and make changes in the ways they assess student learning? If faculty truly wish to increase student success and decrease acts of student dishonesty, then they must rethink whether the regurgitation of facts and dates truly constitutes the learning they want students to achieve, ensure that their instruction incorporates immersive and captivating assignments that spark critical thinking, and create a classroom culture in which academic integrity is of paramount importance. This article discusses how and why college students cheat, along with what faculty can do about it.