Academic program closure is explored and student advising needs that emerged in 3 stages of program decline and discontinuation are identified. Data from interviews and advising communication of 20 graduate students enrolled in a master of education program targeted for discontinuation were qualitatively analyzed within a framework of an organizational death model. Findings indicate that program decline and discontinuation require academic advisors to understand and respond to a range of advising needs that vary with the phase of program closure: addressing students' emotional responses of grief, anger, and betrayal as well as managing student concerns over the loss of professional identity and lack of a professional network. Recommendations are offered for faculty advisors caught in the midst of program discontinuation.