This article evaluates the factors that comprise the staff-student relationship as it relates to undergraduate dissertation preparation. By utilizing secondary and primary material the article pinpoints the emotionally charged backdrop to the dissertation--for both students and staff. The research points to the combined intellectual and counselling dimensions of the relationship. Data were generated through completed questionnaires by students either leading up to or finishing dissertations, by staff involved in dissertation advising at a single university, and by three international published specialists in teaching, learning and assessment. The research highlights the perceived importance of the staff-student relationship to all stages of dissertation production. Essential supervisor characteristics are identified, and the research culminates in the presentation of a student-supervisor "contract" or guide, setting down their respective rights and responsibilities. (Contains 3 tables.)