This study sought to examine to what extent faculty counselors (academic advisors) at a transfer-strong California community college (CCC) utilize core values as outlined by the National Academic Advising Association (NACADA), to what extent CCC students identifying as African American and/or Black (AA/B) with the goal of transfer are experiencing core values, and to what extent are AA/B student transfer advisement needs being met. The core values are a theoretical framework guiding college and university advisement practices across the United States and internationally, consisting of the following seven values: Caring, empowerment, inclusivity, respect, commitment, integrity, and professionalism. For the purposes of this study these values were categorized under interpersonal advisement and organizational promise. This study identified a CCC with better-than-average transfer outcomes for AA/B students and used qualitative methods to interview both faculty counselors and students identifying as AA/B with the goal of transfer using semi-structured interview protocols. Document review was used to inform the use of advisement tools and processes. Findings from this study indicate that faculty counselors utilize core values and AA/B students experience core values within academic advisement; however, not all core values are as frequently utilized and AA/B students who worked with faculty counselors who identify as AA/B within Black student organizations had greater satisfaction in their advisement experiences. This study articulates how core values manifest at CCCs, what gaps persist, and how accurate and timely academic advising within a welcoming and culturally inclusive environment improves AA/B student persistence toward the goal of transfer. [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.]