Purpose: In this study I explore the historical development of academic integrity in Canadian higher education. Theory and method: Framed within the theory of historical agency, applied at a macro rather than an individual level, I analyze a variety of sources to show how the development of student conduct (and its management) in Canada have developed differently than in the United States, highlighting the American phenomenon of “honor codes” as being a key difference between the two countries. Results: I illustrate how scholars have identified different periods of higher education history in the U.S. and Canada, exploring why these historical trajectories have led to differences in policy and practice as related to student academic (mis)conduct. Implications: To conclude, I link this historical inquiry to present challenges associated with academic misconduct during the COVID-19 coronavirus pandemic, cautioning that calls for Canadian institutions to develop honor codes such as those used in the United States may be ill-informed and ineffective. Supplementary materials: 16 Figures; 31 References Peer review: This presentation underwent blind peer review prior to its acceptance for presentation at this conference. Keywords: Canada, higher education, academic integrity, academic misconduct, academic dishonesty, foundations, history, honor code, honor system, honor code school, critique, COVID-19