The academic integrity literature acknowledges that the widespread availability of generative AI tools (GenAI) represents a myriad of education opportunities as well as some cause for concern (Mahmud, 2024). Innovations in curriculum design enable students to learn with GenAI in preparation for their future careers in an AI ready world. There is general agreement that higher education institutions must educate students in the responsible use of this new technology. Many tertiary education providers are vigilant in ensuring policies and procedures adequately respond to this obligation. An increasing number of institutions are introducing explicit expectations around the utilization of GenAI in student academic integrity modules. There is a growing body of academic integrity research exploring student decision making with respect to GenAI usage and how to promote good decisions (Hagendorff, 2022; Tindle, Pozzebon, Willis et al., 2023; Tatum and Curtis, 2023). This paper proposes a neo-Aristotelian virtue ethics approach to guiding student use of GenAI. This will not only help students understand how to make good choices but provides the interior motivation. Virtue ethics reinforces expected codes of behaviour by cultivating one’s interior dispositions toward good action; how one chooses develops character. Practicing academic integrity contributes to the person I want to become.