The purpose of this mixed methods study was to discover, from career services practitioners' perspective, their involvement working with faculty advisors on academic and career advising of collegiate visual and performing artists (VPA). Habley (1988, 2009) wrote about the importance of research in academic advising, to promote scholarly inquiry, and to add credibility to advising as a profession. Specifically, this research study focused on finding the ways in which career services professionals were engaging in boundaryless career exploration (i.e., outside of their designated metier) for students majoring in the visual and performing arts. Also, of interest to this study was exploring the types of career conversations occurring between faculty, faculty/professional academic advisors and students as perceived by career services practitioners. To that end, an online survey and follow-up interview questions focused on the types of conversations, in addition to the impact that guidelines for accreditation and professional association competencies, had in defining the career exploration of collegiate artists. This study was significant because it explored the contextual nature of academic/career advising and examined how institutional and cultural conditions impacted the faculty mentoring/advising model. Related aspects that were studied included: the emerging role of career advising practitioners, regional accreditation implications, and the careers of future VPA graduates. Findings indicated that career services practitioners are engaging faculty in conversations about the types of jobs and careers that visual and performing arts majors may want to pursue outside of their current VPA metier, but that those types of discussions are not occurring as frequently as they are with students. An emerging best practice is utilizing VPA alumni with non-traditional career paths to serve as mentors, employer and internship connections, and to demonstrate to faculty the collateral advantages of a visual and performing arts degree, and that perspective is as worthy as the training itself. [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.]