Full Range Leadership predicts positive behavioral outcomes through transformational leadership, mixed outcomes through transactional leadership, and unfavorable outcomes through passive leadership practices. Full Range Advising introduces a new paradigm in advising research by applying Full Range Leadership to academic advising. A problem exists in determining how to deliver an effective and consistent model of academic advising at institutions with a significant population of underprepared and at-risk students. The purpose of this non-experimental, quantitative, and correlational study was to determine the efficacy of the Full Range Advising model with academic advisement at a two-year technical institution in Georgia. By measuring components of transformational, transactional, and passive leadership against the outcomes of Student Extra Effort inspired by the advisor (EE), Student Satisfaction with Advising (SAT), and Advisor Effectiveness (EFF); the applicable aspects of Full Range Leadership to academic advising in technical colleges was established. Using the nationally normed Multifactor Leadership Questionnaire (MLQ), it was found that eight of nine leadership components support the Full Range Leadership model. All five components of transformational leadership, including Idealized Influence Attributed (IIA), Idealized Influence Behavioral (IIB), Inspirational Motivation (IM), Intellectual Stimulation (IS), and Individualized Consideration (IC) highly and positively correlated with the three outcome measures of EE, SAT, and EFF. The Contingent Reward (CR) component of transactional leadership were also highly and positively correlated with EE, SAT, and EFF. Active Management by Exception (MBEA) did not align with the Full Range Advising model. The two components of Passive advising, including Passive Management by Exception (MBEP) and Laissez-Faire (LF) were aligned with the Full Range Advising model. Per this study, academic advising programs can benefit from training in transformational, and the CR component of transactional Leadership. However, further research in Full Range Advising is recommended before advisor programs are altered to include leadership training. [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.]