The purpose of this qualitative study was to explore advisor accessibility and its connection to academic achievement using technology as a means of communication with African American males at a four-year urban university. Qualitative data was collected through the interviews of five advisor participants and ten student participants. The study centered around the afrographic approach for incorporating a sense of belonging to utilize virtually intrusive advising. The constant comparison method was utilized to analyze the data for this study. The themes uncovered through the data analysis process included: (1) Communication enhancement through advisor flexibility and accountability, (2) adjustability and access to technology integration approaches to advising, (3) identification, acceptance and philosophical awareness in advising, (4) student acceptance and perception of support in advising, (5) access and acceptance of technology integration in the advising process, and (6) student accountability and adjustment to the collegiate space. These themes uncovered that technology supports advisor accessibility because of the level of flexibility it provides through the modes of communication, access to information, and additional resources, as well as the acceptance and willingness of both advisors and students to keep up with technological advancements in 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.]