Higher education has long known the many challenges facing Black students at predominantly White institutions (PWIs) leading to lower Black student retention rates relative to their White peers. One factor contributing to retention rates among Black students at PWIs is their sense of belonging. There are many factors that contribute to a sense of belonging among Black students at PWIs, including campus racial climate, institutional support, social engagement, and academic interactions. An understudied factor that may promote Black students' sense of belonging is their experiences with academic advisors. Academic advisors provide guidance and support to help students, including Black students, understand their academic potential and chart their path to success in college. Academic advisors could play a vital role in the development of a sense of belonging among Black students through the campus climate they contribute to, support and resources they provide, and how they engage with Black students. The purpose of this qualitative phenomenological study is to examine the academic advising experiences of Black students to understand how these experiences shape their sense of belonging at a PWI. The research question that this study aims to answer is: How do Black students' academic advising experiences shape their sense of belonging at a PWI? Exploring the college experiences, more specifically academic advising as it relates to shaping a sense of belonging of Black students at PWIs, contributes to the literature on sense of belonging and retention of Black college students. Specifically, this study provides insights into elements of academic advising experiences that contribute to shaping a sense of belonging such as accessibility to academic advising, spaces in which academic advising takes place, and the interpersonal interactions with academic advisors. To answer the study's research question, the researcher will conduct one-on-one interviews with Black students at a PWI who have experienced academic advising. While this study is significant to addressing an existing gap in sense of belonging research, it will also generate additional insight into potential future academic advising policies and practices at higher education institutions with the goal of increasing the sense of belonging of their Black students and yielding the associated benefits such as improved retention rates. [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.]