The study examined the advising attitudes and practices of faculty members identified as developmental advisors at two women's liberal arts colleges. Developmental advising, as distinguished from prescriptive advising, was defined as a relationship based on shared responsibility in which students participate in the academic planning process. Advisors were trained and served in extended freshman orientation and advising programs. Students then completed the Academic Advising Inventory, which identified those advisors using a developmental approach, and 38 of those advisors completed the specially developed Academic Advisor Survey. Activities identified in the frequency distribution of responses suggest that developmental advisors use the academic advising relationship to: (1) involve students in their individual college experiences, including advising; (2) explore with students those factors contributing to student success; and (3) display interest in students' academic and extracurricular progress. Developmental advisors cluster their activities around individual concerns such as out-of-class activities, classroom experiences, and personal values. Tables detail the frequency distribution and factor loadings of survey responses. (27 references) (DB)