Effective academic advising is well-recognized as a central component of student success within higher education. The exponential growth of online education, in combination with an increasingly diverse student population, prompts the need to reexamine best practices in advising. This exploratory, action research study examined the relationships between prescriptive and developmental advising behaviors and student satisfaction among Nontraditional Adult Learners (NALs) enrolled in online programs at a Public Regional University. Using Schlossberg's Theory of Transition as a theoretical framework, this study maintains that effective advising can promote persistence and retention by supporting NALs to navigate the complex transitions between their professional, personal, and student roles. Responses to an online, student survey were analyzed using advanced multiple regression analyses, revealing a mix of prescriptive and developmental behaviors that contributed to student satisfaction. These findings support the need for an integrative and individualized approach to advising this growing student population. [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.]