The purpose of this article is to address how current academic advisors became advisors. In a survey of NACADA members, participants were asked about their demographics, educational backgrounds, and initial and continued interest in academic advising. Knowing this can help advising administrators gain a better understanding of advisor recruitment and retention, as well as help those currently in the profession understand collectively who they are in relation to other advisors, which in turn helps the profession further define the practice of advising.