Previous research has evidenced the importance of student and staff interactions as critical functions to support student success at university. Increasingly, academic advising units support these interactions. However, while common throughout North American contexts, little is known about the implementation of such units internationally. In this paper, we use a case study methodology to discuss the introduction of an academic advising team at an Australian university to explore how staff adjusted to these new roles and their reflections on how others perceived them. We use reflective diaries submitted by the advisors (n = 11) to analyze how their role identities formed over time and suggested recommendations for supporting teams in the future.