The authors investigated the relations among reasons students gave for why they would not cheat in response to a cheating vignette, self-reported cheating, and the extent to which students take responsibility for promoting academic integrity. The authors surveyed 1,086 graduate and undergraduate students. Students who said they would not cheat because of punitive consequences were more likely to report that they cheated in classes and took less responsibility for promoting academic integrity. Students whose reasons related to the value of learning, personal character, and/or it being simply not right reported less cheating and took more responsibility for academic integrity. Academic-integrity responsibility correlated with less cheating. Results are discussed in terms of the effectiveness of punishment and the significance of internalizing integrity standards. (Contains 5 tables.)