Academic advisors in higher education serve as more than a resource for planning classes. These student affairs professionals also assist with success plans, identifying career paths, connecting students with relevant campus resources, and working through academic and personal concerns. Over time, the field of academic advising has transitioned from a prescriptive form of advising that consisted primarily of transactional interactions to a hybrid approach that incorporates developmental advising or helping to develop the whole student. As institutions emphasize the importance of developmental advising on their campuses, it is necessary for academic advisors to expand their skill sets to better meet student needs. Research on how academic advising impacts student success often focuses on student satisfaction and outcomes that inform practice. The voices of academic advisors who are working with students every day are often missing from this research. Leadership scholars have suggested that incorporating leadership behaviors in academic advising could provide an effective way for academic advisors to expand their skill set and better meet the needs of students. Barbuto et al. (2011) conducted research to identify ways in which leadership behaviors enhance advising received by students in the framework of the full-range leadership model. Using interpretative phenomenological analysis, this study seeks to build on the work of Barbuto et al. and uses the voices of academic advisors to explore how they choose and use leadership behaviors in their work with students. [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.]