Plagiarism in academic writing has emerged as one of the most persistent and complex challenges confronting educational institutions in the twenty-first century. As digital technologies have democratised access to information, they have simultaneously lowered barriers to academic dishonesty, creating environments in which the boundaries between legitimate knowledge synthesis and intellectual theft are increasingly contested. This qualitative study sought to explore the nature, perceived consequences, and prevention strategies of plagiarism among undergraduate and postgraduate students at a Ugandan university. Employing a phenomenological research design, the study conducted in-depth interviews with twenty-four participants including students, academic staff, and institutional administrators. Findings revealed that plagiarism is understood through multiple, often competing frameworks: as a moral failing, as a survival strategy in resource-constrained academic environments, as a product of inadequate academic writing instruction, and as an institutional culture problem rather than an individual deficiency. Participants described plagiarism's consequences along academic, psychological, professional, and relational dimensions, while prevention discourses centred on detection technology, academic integrity education, and pedagogical reform. The study concludes that effective plagiarism prevention requires systemic, culturally situated interventions that address the structural conditions enabling dishonest practices rather than focusing exclusively on punitive enforcement. Implications for curriculum design, academic policy, and institutional culture are discussed.