This study focuses on understanding the reasons and motivations behind students' engagement in academic dishonesty during their studies. The objective was to explore specific factors that drive cheating among students, with a particular emphasis on personal and institutional, aspects. The research employed the focus group method, which allows for an in-depth exploration of participants' attitudes and motivations through group interaction. A total of 13 students from the Josip Juraj Strossmayer University of Osijek participated in the study, including five males and eight females. Participants were selected from various faculties to ensure a diversity of perspectives, and the discussions were conducted in two focus groups. During the sessions, participants freely expressed their opinions in response to open and non-suggestive questions, facilitating the collection of rich qualitative data. The findings revealed that key reasons for academic dishonesty include unorganized courses, lack of penalties, the availability of technology, and unfair criteria within the educational system. Additionally, participants highlighted that the absence of literature, pressure on students, lack of professor involvement, and the generational transmission of a "cheating culture" further enable or motivate dishonest behaviors. Personal reasons such as laziness, adrenaline, and perceiving cheating as "resourcefulness" were also frequently mentioned, often tied to experiences from earlier stages of education. This study provides insights into students' perceptions of academic dishonesty, emphasizing the complexity and multidimensional nature of this phenomenon. The results can serve as a guideline for developing institutional-level preventive programs and policies aimed at reducing the prevalence of cheating and fostering ethical behavior among students.