educational quality and the professional competence of graduates. This study examined the forms of academic cheating, the role of students’ ethical values in reducing such practices, and the implications of cheating for future job performance,using the selected higher learning institution as a case. A mixed-methods approach was adopted, involving quantitative data from 390 students through structured questionnaires and qualitative insights from 30 academic and administrative staff via interviews. The findings showed that plagiarism, peer-to-peer copying, unauthorized use of mobile phones during examinations, impersonation, and alteration of academic records were common practices, often facilitated by inadequate enforcement and limited ethical awareness. Respondents highlighted that promoting integrity, accountability, fairness, ethical education, and role modeling by lecturers significantly contributed to reducing dishonesty. Cheating was also linked to diminished workplace competence, including poor decision-making, reduced problem-solving ability, lower confidence, unethical behavior, high turnover, and reputational risks for employers. The study concludes that ethical reinforcement and robust institutional mechanisms are essential to curb academic dishonesty and safeguard graduate performance. It recommends that higher learning institutions, in collaboration with the Tanzania Commission for Universities (TCU) and the National Council for Technical and Vocational Education and Training (NACTVET), strengthen ethics integration, enforce policies, promote peer accountability, and conduct compliance audits. Further research is recommended on emerging digital forms of cheating and their long-term impact on professional outcomes.