Using the Learning Analytics in Higher Education model (Lester et al., 2017) as a framework and qualitative methods (Merriam & Tisdale, 2016), I explored advising administrators' perspectives relating to predictive analytics (PA) and underrepresented minority (URM) students, specifically their thoughts on how they perceive PA on their campuses, and its use with URM students. Using semi-structured interviews with nine advising administrators located at Public R1 institutions that have used PA for several years about their perspectives regarding PA and advising URM students. This study found that advising leaders expressed concerns about issues surrounding trust, transparency, and communication about PA programs at their campus. This study also revealed that advising administrators viewed PA usage with URM students can reinforce inequality and deficit. Advising administrators also revealed the presence of competing initiatives designed to improve URM student success makes it difficult to link any URM student success to PA programs. This study also found that advising leaders were able to think critically about race and PA data. Findings from the dissertation led to the conclusion that advising leaders believed that advisors with higher education backgrounds are more likely to be more intentional about potential issues with PA programs and advising URM students. Findings also suggest that staffing advising units with advisors from URM student backgrounds will help advisors identify potential challenges when using PA to advise URM students. The study led to Implications for practitioners and researchers seeking to understand PA programs and URM student success. [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.]