Examination malpractice has become one of the most pressing moral and educational challenges confronting Nigeria’s school system today. The problem lies in the growing contradiction between the nation’s widespread religious identity and the continued tolerance of academic dishonesty. Despite repeated institutional campaigns and sanctions, cheating in examinations persists, revealing a deeper moral and spiritual crisis that threatens the credibility of education and the moral formation of learners. This paper sets out to present a biblical and theological response to examination malpractice from the standpoint of Christian ethics. Using a library-based qualitative methodology, the paper engages scriptural teachings, classical ethical theories, and African moral thought to examine the moral roots and theological dimensions of the problem. The findings reveal that examination malpractice is not merely an administrative or disciplinary offence, but a violation of divine and communal moral order. It reflects the prioritization of success over virtue and the erosion of honesty in the pursuit of quick results. It also reflects the erosion of conscience, the neglect of Christian moral formation, and a growing tendency to value what is convenient rather than what is true. Finally, the paper recommends the need for moral and spiritual renewal through Christian Religious Education, faith-based mentorship, and institutional accountability. Schools, churches, and policymakers are urged to collaborate in rebuilding a culture of integrity grounded in biblical values. When truth, diligence, and honesty become the foundation of learning, education can once again fulfil its transformative purpose of shaping both intellect and character.