This thesis investigates in the phenomenon of cheating during written examinations atschool. To this purpose, the meaning of the term ?cheating? (and similar words) is examined,a preliminary definition is drafted and problems and prerequisites of cheating research arediscussed. In the theoretical part of the thesis, the following questions are under discussion:a) ?What does cheating mean??, b) ?What is cheating?, c) ?What are influencing factors ofcheating? ? and d) ?How can it be evaluated??. In the empirical part, research interest centerson a questioning of pupils (N = 104) conducted in a grammar school in Leoben. The tendencieswhich were hoped to be found within the selected random sample were substantiatedby the respective specialist literature. The hypotheses, which were formulated for six cheatingfactors (pupils? evaluation of the teachers? attentiveness towards cheating; expectancy(of grades) of parents; pupils? own performance expectations; fear of being caught; (cheating)atmosphere in the classroom; status of cheating), and their correlations with the pupils?age and the self-reported cheating frequencies partly proved only true to some extent andwere partly not applicable at all.