This research study aimed to understand academic advisors' (AAs) perspectives on their preparedness to address students' mental health concerns during advising sessions. AAs encounter various student challenges ranging from academic and social stressors related to attending college to more serious mental health concerns. These difficulties have included substance abuse, the risk of suicide, and a range of psychological concerns. Additionally, statistics show that millions of individuals experience challenges related to mental health, with up to 75% of adults having a diagnosable concern by age 24. The literature asserts that when student emotional concerns are frequent in severity, it could cause AAs to be at risk of compassion fatigue or burnout. College students are in a state of change and often need support to attain success during a transition to college. Hence, this study used Schlossberg's transition theory as a framework to understand the anticipated and unanticipated experiences that occur during a change. The specific qualitative methodology used in this study is transcendental phenomenology to research the reflections and experiences of AAs based on their encounters with students who may be experiencing mental health concerns. The findings from this study produced four main themes: access to support, the impact of COVID-19, the use of academic advising models, and managing secondary traumatic stress. These themes were generated from the six in-depth interviews with AAs employed at a public state college in Florida. Analysis of the data revealed that AAs' preparation to support students with mental health concerns has not generally been a streamlined process across institutions. This state of AA preparation is due to various factors, including the complex needs of students and the experiences of AAs. The findings may be relevant to public colleges throughout Florida and inform how leaders involved in these institutions may support AAs who advise students with mental health concerns. Creative resources for students and targeted development opportunities for AAs, such as integrative training related to mental health services, are significant considerations. [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.]