This dissertation studies how the work of academic advising in higher education is impacted by the advisor's lived experience and how that lived experience impacts their advising practice and self-efficacy. The core interest of the study is how the experience of being a professional academic advisor impacts advisors' ability to do their work effectively, and how it impacts their self-efficacy. The study centered on two questions: How do professional academic advisors make meaning of their lived experiences in a four-year liberal arts college? And how does the experience of advising impact academic advisors' self-efficacy? In this phenomenological study, I conducted interviews with three professional advisors at a midwestern university and analyzed the interviews to better understand the lived experiences of academic advisors. Findings center on four themes that represent the advisors' articulation of their work experience: Work Beyond the Advising Title, Collaboration, Accidently Advising, and Ambiguities in Professional Practice Training. This study adds to a limited body of research on academic advisors' experiences and self-efficacy and may contribute to future conceptualizations of the work of academic advising. The conclusion provides information on the work-life balance of academic advisors and makes recommendations for advising administrators and their respective advising offices. [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.]