Academic dishonesty is one of the major challenges students, teachers, and educational institutions face at the tertiary level. The present study sought to look at this challenge in the context of online learning at an international university where students not only need to cope with learning new content but also struggle to acquire a second language, namely English. As such, the main research objective was to explore the relationship between academic dishonesty, language learning strategies, and e-learning self-efficacy among international students at Asia-Pacific International University. A cross-sectional survey was used to collect data. Also, the survey was composed of three different scales: (1) the Language Learning Strategies (LLS) Scale was adopted from Ardasheva and Tretter (2013); the E-Learning Self-Efficacy (ELSE) Scale was adopted from Zimmerman and Kulikowich (2016), and the Academic Dishonesty Scale was adopted from Eastman et al. (2008). A total of 225 international students participated in the study. Results indicated a mild relationship between language learning strategies and e-learning self-efficacy, as well as a significant weak relationship between language learning strategies and academic dishonesty. Findings also suggested that Junior, Senior, and Sophomore students are more prone to academic dishonesty. Therefore, administrators and teachers need to find ways for fostering academic honesty, especially in those e-learning settings where English is the medium of instruction among international students.