Cheating in the academic environment continues to increase over time. Meanwhile, students are playing video games at increasing levels. There seems to be a disparity between the ethics of information gathering in the video game world as compared with the traditional classroom context. This study will explore acceptable ways of obtaining information in these two environments. While children and adolescents may receive the message that collaboration, obtaining knowledge through creative means, and using “cheat codes” are all acceptable in the realm of video games, these things are often considered cheating, or dishonest in the academic world. This study will investigate narratives of three students as they describe their views of ethics, honesty, and acceptable forms of information gathering in these two contexts. The goal is to determine whether these students view ethics and morals as absolute or context-specific, and how these views relate to the classroom teaching environment.