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The purpose of this qualitative grounded theory study was to explore perceptions of honesty among community college administrators to see how differences in personal definitions might influence morale and productivity. Community college leaders faced with declining enrollments and increased competition seek ways to improve internal operations to present an open and inviting environment for potential and current students. The personal definitions of honesty declared by the administrators who participated in focus groups and semi-structured interviews revealed that honesty may not necessarily be an absolute value, and suggested that personal interpretation may vary among people in similar work situations. Themes that emerged from transcriptions led to the identification of attributes and effects of honesty and dishonesty. Although few major differences could be noted in how individuals defined honesty, participants clearly asserted that honesty was important to them personally and professionally and that dishonesty can deteriorate community college administrator morale and productivity.