Academic integrity breaches are a multifaceted and complex problem. Much of the literature on academic integrity in higher education has focused on students and their behaviors, with a view to understanding why and how often students commit transgressions. As more is learned about the prevalence of breaches and the associated contributing factors, educators have turned their concerns to other elements within academic integrity systems such as policies, processes, learning and teaching, and the roles and responsibilities of other members in the university academic integrity community. This chapter argues that stand-alone, ad hoc academic integrity interventions in higher education are unlikely to engender lasting and meaningful change at institutions. Structural and behavioral barriers to engagement in academic integrity faced by both students and faculty are addressed. A community-consultative model is presented, as a means of overcoming these barriers.