ABSTRACT Academic cheating remains a persistent challenge in higher education, particularly within professional programs in which integrity constitutes a foundation of public trust and patient safety. Self‐reported data indicate alarmingly high rates of cheating among dental students, ranging from 43% to over 90%. More concerning, a 2016 survey of US dental schools found that reported cheating incidents increased almost threefold from 1998 to 2014, despite 92% of schools having honor codes and 98% having integrity policies. Common forms include exam fraud, plagiarism, and the falsification of clinical records. These findings warrant critical reflection, not only because of their frequency but because of their implications for professional formation and patient safety. This perspective addresses the implications of these trends, which warrant critical reflection due to their frequency and impact on professional development and patient safety. Conceptualizing academic dishonesty as a multifactorial outcome, influenced by individual vulnerabilities, situational factors, and perception discrepancies, provides a stronger foundation for prevention, ethical development, and the implementation of structural safeguards within dental education. While academic misconduct is a well‐known subject, research concerning its relationship to dental education remains limited. Only a few recent studies have addressed this issue. Thus, this perspective summarizes current literature from dental, medical, and psychological education regarding the foundations of academic dishonesty and its potential link to future professional misconduct. It examines these issues from the perspectives of both faculty and students and discusses effective interventions.