Performance-based funding models are increasingly becoming the norm for many institutions of higher learning. Such models place greater emphasis on student retention and success metrics, for example, as requirements for receiving state appropriations. To stay competitive, universities have adopted academic analytics technologies capable of mitigating attrition, especially during the critical first year. One area that academic analytics impacts is academic advising. Using the concerns based adoption model (CBAM) as a diagnostic framework, this case study examined the impact of academic analytics on first year advising center (FYAC) advisors' concerns, as well the leadership implications for facilitating meaningful transformational change at Gulf Coast University (GCU), a pseudonym for a four-year institution in a state that has not yet adopted performance-based funding metrics. This case study employed mixed-methods data collection and analysis and used the SoCQ Online (Form 075) as the primary data collection instrument. Additional open-ended questions relating to Kotter's steps for successful transformational change were created to determine FYAC advisors' concerns regarding leadership initiatives supporting academic analytics, one year after GCU adopted technology and centralized freshman advising with a new advising center. SoCQ quantitative data are displayed as individual and group concerns profiles and were subsequently interpreted from a holistic concerns perspective. Additionally, themes stemming from qualitative data were examined in relation to relevant leadership and change theory literature. Recommendations for future research included completing similar case studies involving other CBAM components such as Levels of Use (LoU) and an Innovations Configurations Map (ICM) to determine the levels of non-use and usage and the ways in which FYAC advisors use predictive analytics software with their advisees. A concerns-based leadership approach, grounded in transformational leadership, was suggested as a platform for campus leaders planning or currently implementing academic analytics as a means to increase first-year student success and retention in a centralized advising center at a four-year university. [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.]