Understanding faculty members’ experiences with student academic dishonesty and how these experiences relate to their current attitudes, beliefs, and behaviours is important for Higher Education, where institutional reputation depends on institutions effectively discouraging dishonest behaviour. This study used semi-structured interviews with nine faculty members at two universities in Ontario, Canada, to investigate faculty members’ experiences with attitudes and beliefs toward, and actions in response to students’ academic dishonesty. The interviews included several survey questions. Due to the richness of explanations provided by the faculty, a thematic analysis was used. A second analysis applied the Theory of Planned Behaviour to gain additional insights into faculty members’ behaviours and actions when dealing with cases of academic dishonesty. The study finds that faculty attitudes, beliefs, and actions evolve based on experience and familiarity with existing policies. Furthermore, most faculty members prioritised working with students to help them understand academic dishonesty and how to avoid it. Faculty members varied in their use of formal channels to deal with academic dishonesty cases. Those who had previously served in administrative roles and had more exposure to institutional policies were more likely to feel comfortable using formal systems than those who had not.