Long-standing perceptions that the educational opportunities offered by vocational and polytechnic institutions are second-tier and inferior to the education provided by universities can have a significant impact on the decisions that students make about furthering their studies. Deficit thinking within and about vocational and polytechnic education also undermines the knowledge and skills of graduates of applied learning programs. Similarly, the foundation of the field of academic integrity originated from perceptions that students’ deficits in their characteristics are risk factors for cheating. Shifting away from deficit models in education creates room for positive and empowering views of academic integrity that enable integrity cultures to develop. In this first chapter of Academic Integrity in Vocational and Polytechnic Education, we explore the notion of deficit thinking in vocational and polytechnic education and how appreciative inquiry and strengths-based education frameworks can support the success of academic integrity initiatives. We have highlighted the chapters in this volume that illustrated the positive effects of the transition in thinking from what is lacking to what works well by focusing on abilities, knowledge, and capacities that support the development of cultures of academic integrity within vocational and polytechnic education. In doing so, the authors have contributed to the inclusion of vocational and polytechnic education sectors in the broader academic integrity conversation and academic literature.