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The relationship between university faculty attitudes concerning student cheating and syllabus statements on academic integrity were evaluated to determine the relationship between faculty attitudes and their actual attempts to deter cheating rates through their syllabi. No relationship was found between attitudes about student cheating and the number of integrity-related syllabus statements, but this lack of relationship demonstrated an important inconsistency between faculty attitudes and behaviors: the amount of cheating that faculty believed happens does not correspond with written guidelines. In addition, faculty generally underestimated the levels of cheating in their classroom, particularly when faculty was on a non-tenured track. This study represents a preliminary attempt to evaluate the role and effect faculty have on student cheating in higher education. (Contains 4 figures.)