This study explored the role of academic advising in the experiences of undocumented Latina college students. The study is predicated on Astin's (1984) theory of student involvement, which discusses academic and social involvement as an important antecedent in the psychosocial and academic development of college students, and its influence on student persistence, retention, and completion. Academic advising as a college process contributes to students' academic and psychosocial involvement on college campuses from both an academic and social perspective as provided for in the theory. A total of seven interviews were conducted to shed greater understanding on the experiences of undocumented Latina college students within the academic advising process as well as the types of advising experiences sought by this student population. Using thematic and content analysis, 13 categories were identified and consolidated into three primary themes. The following three major themes emerged as general findings from these analyses: (1) challenges with accessing information, (2) difficulty establishing academic advising relationship, and (3) access and support. A series of recommendations for both institutional leaders and academic advisors within the university are considered and discussed at length. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]