The advising experience of adult learner's academic and social engagement at community colleges. Based on the literature, it was not known how adult learners in an associate's program describe their advising experience with respect to social and academic engagement at community colleges in the southern United States. The purpose of this qualitative descriptive study was to explore how adult learners in an associate's program describe their advising experience with respect to social and academic engagement at community colleges in Georgia. The theoretical foundation was Tinto's student integration model. The research questions asked how adult learners in an associate's program describe their advising experience with respect to academic engagement at community colleges and how adult learners in an associate's program describe their advising experience with respect to social engagement at community colleges. Participants were 13 students at least (a) 25 years of age or older, (b) having completed at least one term at the college, (c) having used support services at least once, (d) being currently enrolled in an associate degree at one of the two community colleges. The qualitative descriptive study employed interviews (n=10) and a focus group (n=3). The findings of the study supported Tinto's student integration theory that adult learners' social engagement at community colleges was impacted and that advising plays a crucial role in supporting adult learners' academic engagement, contributing to improved academic success and lower attrition rates among non-traditional students or learners in community colleges. [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.]