Understanding the drivers behind student engagement in academic dishonesty is an important precursor to developing strategies to deal with it. There is substantial evidence on the prevalence of academic misconduct (for example, McCabe & Bowers, 1994; McCabe & Trevino, 1996; Sheard, Martin, Markham, Macdonald, & Walsh, 2002; Brimble & Stevenson-Clarke, 2005); however, the understanding of the issues that drive student behaviour and indeed how to deal with this is not so extensive. This study applies a Tobit analysis to a survey of 1,057 students across four major Queensland universities, and finds that the key factor that explains the variance in student self-reported engagement in one form of academic misconduct is the evidenced engagement in other forms of misconduct. Building on existing research (Kremmer, Brimble & Stevenson-Clarke, 2007 forthcoming) this method provides a measure of other factors including the perception of peer engagement, age and gender that are also relevant, however to a lesser degree of explanatory power. We suggest these findings provide further evidence of the risk of an emerging culture of acceptance of academic dishonesty amongst the student population and that obtaining a more detailed understanding of the behaviour of students is crucial to effectively dealing with it.