The Canadian federal government has delegated the responsibility over schooling systems to ten provincial and three territorial authorities. In the French-speaking province of Quebec, the Ministry of Education decided to insert a general college program to prepare students for university after completing high school (Lenoir, 2010). Even with this additional preparation period, the province continues to report plagiarism cases at those three levels of education. Given that not all students know what plagiarism is or how to prevent it (Newton, 2016) and that not all teachers know what plagiarism is or how to detect it (Wheeler, & Anderson, 2010), my research aimed at better understanding academic perspectives on plagiarism in written assignments. A theoretical framework developed by Peters (2015) was used to design scenarios on competencies required for academic writing, namely searching for information, producing text, and referencing sources. During a total of 38 focus groups with 308 students and 76 semi-structured interviews with teachers, participants were provided with four different scenarios to confirm if they represented plagiarism and if a sanction should be considered. In this chapter, I present findings that reveal a misconception from both students and teachers of what constitutes plagiarism, as well as a decreasing level of tolerance for poor academic writing practices, such as faulty citations and paraphrases, as students progress between the three levels of education. Finally, I recommend avenues for continued exploration in the fields of academic integrity and academic writing, as well as the necessity to develop pedagogical material for teaching plagiarism prevention starting as early as primary school.