The purpose of this study was to examine students' and academic advisors' experiences in advisory from the Appreciative Advisement Framework through surveys and interviews. Many academic advising directors indicated there is no specific or required framework for their staff, although they have stressed the importance of advisement training, especially since students' report feeling unprepared for their first year of college. Thus, this study sought to identify data to assist academic advisors with implementing advising practices to help enhance students' higher education experience. Data analysis showed that identifying goals and goal setting were preferred areas of focus among academic advisors, but improvement is necessary in following up with advisees. Additionally, data found that African-American students reported having the most productive advisement experience, first-generation students were more likely to approach their advisors, and students in general considered goal setting and planning the most gainful portions of their advisement experience. [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.]