Academic dishonesty is prevalent across college campuses worldwide, with many students having committed the offense at some points of their academic pursuit. And one of academic dishonesty is cheating. Cheating sure is not a new ethical issue in Higher Education. Cheating behaviors are becoming increasingly pervasive and frequent in academic context. In fact, according to “Factors Affecting the Probability of Academic Cheating School Students in Tehran” there are about 95.6 percent of the students have confessed to commit cheating in their exams or homework during one academic year (2002-2003). This paper endeavors to broaden the understanding of cheating ‘consequences, its popularity in academic environment; why and how we should put a stop to those behaviors. The target stakeholders will be outlined and analyzed. “Cheating is the getting of reward for ability by dishonest means or finding an easy way out of an unpleasant situation. It is generally used for the breaking of rules to gain unfair advantage in a competitive situation.” – Wikipedia The consequences from this behavior is huge and really serious. From the student’s side, if the cheater is lucky enough not to get caught, he may end up with good grade but nothing gained from the course he’s just participated. So that when he be asked to use the knowledge in other situations, for example at work, because he is a cheaters back in college, he can’t solve problems, behave well in his job. In the worse case he got caught, he may face the punishment like be expelled from school or the university, or at least get a zero his test and a bad reputation, not only with the teachers, but with the other students as well. But what if the teacher, the one who supposed to make sure that students learn by themselves and get the true grades, cheats? There is a good chance that the students get something that’s not theirs without realizing it. Therefore it will create a fake