The purpose of this mixed methods research study was to explore the practice of academic advising and the challenges associated with virtual advising in California higher education during the COVID-19 pandemic. Advising is a retention practice recognized as critical to student success because advisors are one of few personnel interactions students are guaranteed to have with a concerned institutional representative. Though advising is historically a face-to-face practice in a social profession, COVID-19 has forced advising to become remote due to public health concerns during the pandemic. Data was collected from 74 participants representing 43 higher education institutions across California through an online survey that analyzed how academic advising currently functions and how it has changed since COVID-19. Generally, reported challenges were largely technological, particularly regarding access to reliable technology. Advisors were mixed on working virtually but highly willing to combat technological challenges if it meant students benefited from the practice. Academic advisors and their institutions may consider testing alternative virtual advising platforms to determine best fit, implementing automated advising systems for minor advising tasks, offering optional virtual advising training to all appropriate faculty and staff, and creating a standard assessment method for all advising. Future research should explore virtual advising from the student perspective to better understand the role of virtual advising in student integration.