The "college for all" ethos pervasive in American education, combined with open admission policies at community colleges, has allowed academically underprepared students to persist from high school to college. We ask: how do college advisors help academically underprepared students navigate decisions about their careers and upcoming coursework? To answer this question, we draw on data gathered from eight observations and 37 focus groups with 200 advisors in the Florida College System between 2014 and 2018 following significant, statewide reform. Our findings reveal that advisors employ several strategies that encourage the cooling, warming, and refinement of academic goals.