As higher education leaders, chief academic officers are capable of affecting the ways advising is structured and performed on college campuses, but little is known about how they regard advising. This study investigated the perceptions of 181 chief academic officers at two- and four-year public and private institutions in the U.S. regarding advising tasks. Using a Likert-scale instrument built using the NACADA core competencies, we explored how chief academic officers' perceptions of advisor tasks represent the informational, relational, and conceptual areas of the core competencies. Results revealed small significant differences between institutional type in perceptions of advising roles and functions. This study lays the foundation for future inquiry into perceptions of chief academic officers and other key stakeholders of advising.