Cyber-slacking means using the Internet and technology during scheduled class time for things other than class activities. The paper describes a careful experiment measuring attitudes and behaviors of undergraduate students that verifies what many might expect, but would not have systematically verified: students who think cyber-slacking is acceptable, influenced by subjective norms and perceived behavioral control, are likely to cyber-slack. Some students, though, resent the intrusion into the classroom of activity that detracts from the intended purpose. A significant contribution of the paper is its placement of this result in context: such behavior is encouraged by a consumerist model of the classroom that sees teachers carrying (exclusive?) responsibility for the quality of the service provided. Those who want more engagement with learning and less cyber-slacking in class must emphasize to students the responsibility that they themselves carry. This does not justify poor teaching, of course, but it is a healthy reminder to teachers to give a healthy reminder to students.