Online modes of study are increasingly prevalent in higher education, including university-enabling programs. As student cohorts diversify, access to individualised and holistic support strategies is increasingly important for students to expeditiously transition into higher education. On-campus provision of academic advising, while an effective transition support strategy, potentially disadvantages online students. This study explores the design and evaluation of online academic advising to support adult learners' transition into a regional Australian university enabling program. Quantitative and qualitative data was analysed from 199 survey responses of student experience of engaging with online academic advising. Participants agreed online academic advising had benefits and was useful. Findings included online academic advising provides adult learners support with enrolment, access to relevant and timely information, and development of their student identity and sense of belonging. A transitional typology was used to critically review online academic advising and a method to evaluate the success of the transition.