Academic dishonesty and plagiarism have been a serious problem worldwide in academia. This study examines Hungarian university students' attitudes towards and perceptions about plagiarism in higher education, utilizing the quantitative research paradigm (n = 607). The paper investigates the potential significant differences in terms of gender, scholarship status, employment, note-taking habits, academic aspirations, and the importance of meeting teachers' expectations. The findings indicate that males, non-working students, and those focused on good grades are more likely to justify plagiarism and perceive its severity differently. Correlations among these scales and background variables were also analysed. The answers to open-ended questions yielded themes such as the complexity of plagiarism rules, fear of severe penalties, and the need for better education and awareness. The pedagogical implications of the study are the importance of nuanced approaches to address academic dishonesty, suggesting tailored educational interventions and clearer guidelines to mitigate plagiarism.