I explored the relationship between university students’ cheating behaviors and their cognitive development levels, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating. The study was a correlation design that required survey methods and tested 5 hypotheses. The data supported the first, third, and fourth hypotheses. However, the second and fifth hypotheses were supported only under certain conditions. The roles of cognitive development and self-concept in academic dishonesty represented major findings.