Academic dishonesty is a growing problem in higher education. This study examines students' attitudes toward cheating. The sample consisted of 318 students enrolled in health science courses at a Swedish university. A survey-based quantitative approach was employed, integrating qualitative responses from open-ended questions. We investigated students' overall attitudes, circumstances leading to cheating, the relationship between exam type and cheating tendencies, and level of awareness regarding university policies. The results show that 14.9% cheated, particularly on take-home assignments. Younger students and students at all ages further along in their education were more likely to cheat on these assignments. The qualitative responses revealed a pattern between the formal measures provided by the university and the students' personal values and integrity related to academic honesty. The respondents believed that proctoring measures were the most effective in preventing cheating, while they had less confidence in measures based on trusting the conscience and sense of honor of students. It was also found that during the COVID-19 pandemic, students taking exams at home were more likely to cheat than those taking on-campus exams. The findings highlight the need for a balanced approach combining technological systems of monitoring and control with proactive strategies aimed at promoting academic integrity.