The present study investigated the dishonest academic behaviours of Australian university students (N= 954) and their relationships with demographic factors, academic policy advised to students, academic self-efficacy, and academic orientation. It was hypothesised that higher levels of dishonesty would be associated with low learning-orientation, high grade-orientation, low academic self-efficacy and nonreceipt of information about the rules of cheating and plagiarism. Descriptive analyses revealed high levels of three types of self-reported academic dishonesty: cheating, plagiarism and falsification. Regression analyses revealed demographic variables, academic orientation and academic self-efficacy to have differential predictive value for the three types of dishonesty, underlining the argument that it is misleading to measure academic dishonesty as a unidimensional construct. The results are discussed in terms of implications for strategic interventions and university policy formulation.