Recent cases of research misconduct have prompted psychologists to suggest that there is too much vulnerability in the research process (e.g., Simmons et al., 2011; Pashler and Harris, 2012). Regardless of whether this is the case, ensuring the integrity of a discipline requires a clear understanding of what conventions and norms define the research process. In what follows, I consider the research integrity curriculum of North American psychology. In particular, I will claim that a major impediment to ensuring responsible research practices is an underspecified and understudied curriculum.