The advising experience of students who start their academic studies at a community college is often critical to their success. Students with an intent to earn an associate degree may find that academic advising helps them define their academic goals, affirms their educational plans, and provides them continual guidance. This study explored the lived experience of eight first-generation community college students who engaged in academic advising during their college experience. The researcher used interpretative phenomenological analysis to capture the participants' experiences. Social cognitive theory was the theoretical framework used to best examine and analyze the data. The study findings revealed three superordinate themes: encouragement clarifies vision, aspirations and planning for the future, and sense of achievement. Participants recognized the benefits of (a) the encouragement they received from others, (b) engaging in services, and (c) being actively involved in their educational plan. Participants also valued the personal recognition of their achievements. This study is intended to provide academic advisors, those who oversee advising programs, and college administrators with scholarship that helps inform their decisions in the implementation and delivery of advising programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]