This research study examined student's expectation, experiences and satisfaction with faculty academic advising using a prescriptive vs. developmental lens. The intent was to explore the student's expectations of academic advising, determine if their experiences aligned with their expectation and if this led to satisfaction of their academic advising. This study utilized the Systems theory to determine how academic advising is performed by the program and if that experience for the student is how the systems (institution, college, department, and program) are promoting the form of advising. This study utilized a qualitative case study approach, guided by three research questions. Data collected consisted of survey for background information, interviews and artifacts (documents). Data analysis explored themes among student responses to determine if their experiences and expectations were connected to developmental academic advising or prescriptive academic advising and if this led to satisfaction of advising. The finding of this study can be used to inform future decision making about the delivery of academic advising (faculty vs professional) the administrative value placed on academic advising and the time that advisors are dedicating to academic advising. [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.]