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This study explores the complex dynamics of academic enculturation and its influence on perceptions of plagiarism within higher education. Plagiarism presents an enduring challenge for educators and administrators, manifesting in various forms that often extend beyond simple deceit or theft to include profound misunderstandings shaped by cultural, generational, and educational factors. Prior research has identified multiple layers of misunderstanding associated with plagiarism, emphasizing the need for a nuanced approach to this issue. This paper specifically explores how the dimension of academic enculturation (a process through which individuals are inducted into the norms and values of the academic community) impacts perceptions and handling of plagiarism. By examining the responses of online faculty members, this study highlights the significant role that academic enculturation plays in shaping educators' approaches to plagiarism, revealing that misunderstandings often stem from deeper educational and cultural contexts rather than mere intent to deceive. Through a comprehensive analysis of responses from online faculty members (n =  333) across various disciplines, this manuscript offers new insights into the subtleties of plagiarism as influenced by academic enculturation, thereby contributing to more effective strategies for addressing this pervasive issue in higher education.