Utilizing a participatory action paradigm, this study guided advising administrators in the exploration of perceptions and practices pertaining to underrepresented undergraduate students' persistence and success at elite liberal arts colleges. The study was conducted in Fall 2023 and consisted of participant recruitment through individual emails and a virtual interest survey, two and half hour learning and reflection sessions, and individual semi-structured interviews with seven self-selected advising administrators in the Consortium on Financing Education. Data were analyzed and coded through deductive and inductive processes. Findings align with and expand upon current research, with three themes identified. Advising administrators perceived barriers to graduation for underrepresented students, specifically interpersonal and intrapersonal barriers between and within staff and faculty and structural barriers that exist within institutions. Participants also perceived their positionality as guides, relationship builders, and advocates. Findings also suggest the impact of participatory action research due to validation and learning and empowered action for participants following the sessions. This study fulfilled a current gap in the literature as research pertaining to academic advising in higher education and underrepresented student experiences has not previously integrated advising practitioners in the research and change processes. It also furthered research understanding the work of advising administrators at elite institutions. [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.]