The purpose of this study was to serve to understand the conflict academic advisors who identify as mothers face while they provide advising services to their institution and student population while simultaneously also meeting their family demands. The conceptual framework of the study was developed using Biddle's (1970) role theory, specifically role conflict, and the work-family conflict model (Michel et al., 2011). This exploratory phenomenological qualitative study consisted of semi-structured interview questions. Participants were identified through a closed Facebook group that was specific to areas of higher education and mothering and interviews took place via video conferencing tool. All participants were employed as full-time academic advisors at public four-year institutions across the nation. This study provided an understanding of the role conflict academic advisors who are mothers experience in both the work and family domains due to the high demands of both roles. The results can be used to develop family-friendly policies which support balancing both roles of academic advisor and mother. With family-friendly policies in place, women would be much more likely to reconcile the work-family balance (Hennig et al., 2012). [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.]