The purpose of this qualitative, single-site case study is to explore the impact of one middle school's advisory program on teachers' perceptions of student engagement and connectedness within the school community. Advisory programs have been identified as a critical component of effective middle schools by supporting students' academic and personal development through a teacher-advisor, fostering positive relationship-building with both peers and adults. These positive connections are critical in supporting young adolescents who have unique social and academic needs and are experiencing significant physical and emotional changes that may negatively impact their ability to be successful learners and positive members of the school community. The interest and accompanying literature related to advisory programs began in the early 1990s, when the middle-school movement, with its emphasis on smaller learning communities and a more personalized learning experience, began to gain in popularity. There have been shifts and gaps in the emphasis placed on this movement throughout the early 21st century. However, the COVID-19 pandemic has taken an enormous toll on the academic, social, and emotional development of young adolescents, causing a renewed emphasis in K-12 education on the need for schools to provide an increase in these supports for students. The central question guiding this study was, "What is the impact of a middle school advisory program on teachers' perceptions of student engagement and connectedness within one middle school community?" Sub questions that supported this research included: (a) How does an advisory program impact students' academic progress at one public middle school? (b) How does an advisory program help students establish a positive connection with at least one trusted adult at one public middle school? (c) How does the advisory program at one public middle school help to facilitate the development of positive peer relationships? (d) What are the social and emotional learning benefits of the advisory program of one public middle school? The conceptual framework that guides the study consists of three streams of literature: historical overview of student advisory programs; social and emotional learning in K-12 education; and academic risk factors for middle school students. Data were collected using one-on-one interviews and an artifact review, and analyzed through In-Vivo, Descriptive, and Pattern coding methods. The findings and results from the data collection and analysis demonstrated a strong, positive correlation between the advisory program and teachers' perceptions of increased student engagement and connectedness at the site of the research study. The major themes presented in the findings were: 1) student support and development, 2) school climate enhancement through positive connections, and 3) teacher leadership, adaptability, and program evolution. The researcher offered recommendations for practice and further research into the potential benefits of advisory programs in K-12 education. Through this study, the researcher hoped to add to the body of information relevant to effective implementation of advisory programs. [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.]