This Dissertation in Practice applied an improvement science approach to address an actionable problem of practice in higher education: lack of assessment of student satisfaction with academic advising. The study took place in a school within a public university in the Southeastern United States. A pre-intervention assessment of the current state of academic advising was conducted by disseminating the Academic Advising Inventory (AAI) to junior and senior students. Based on those results, academic advisors participated in two training workshops to review student satisfaction with academic advising and address identified strengths and areas of improvement. A second dissemination of the AAI was conducted three months later to evaluate the impact of the intervention. The study utilized a pre-test/post-test design and used quantitative data analysis methods to assess changes in AAI scores, specifically Part III, which was concerned with student satisfaction with academic advising. Theoretical frameworks, including Tinto's Theory of Student Departure and the prescriptive vs. developmental advising continuum, provided a foundation for understanding the role of academic advising in student success. The study aimed to determine whether there was a statistically significant increase in student satisfaction with academic advising after academic advisors' completion of two training workshops. This study may improve academic advising practices at the host school and the broader university. By integrating action research and improvement science, this Dissertation in Practice exemplified the potential for practitioners to drive meaningful change within their own 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.]