Virginia Gordon contributed considerable and comprehensive work in the field of academic advising, including writings on topics ranging from the history of academic advising to her groundbreaking research on the undecided student population. Her model for training and developing new academic advisors stood out as exemplary. This article focuses on Gordon's theory-based, intentional approach to the training and development of new academic advisors in what was then University College at The Ohio State University and the influence she had on those she trained and taught.