Although academic advising is recognized in the literature as a major contributor to student success, significant gaps still exist regarding its standing as a recognized and defined profession, and the increasingly specialized role of the academic advisor within the higher education community (McGill, 2018; Schulenberg & Lindhorst, 2008). While the National Academic Advising Association (NACADA) embraces the framework of "academic advising" as teaching (NACADA: The Global Community for Academic Advising, 2006), various researchers, scholars, and practitioners contend that advising encompasses much more (Erlich & Russ-Eft, 2011; McClellan, 2007; Paul & Fitzpatrick, 2015; Paul, Smith, & Dochney, 2012; Schulenberg & Lindhorst, 2008), and granting that advising's roots are historically grounded as an ancillary faculty responsibility (Gordon, 1992; Kuhn, 2008; Kuhn & Padak, 2008), the scope of advising responsibilities have since surpassed the peripheral duties originally incurred through the faculty advising function. While the results of extensive research confirm the positive impact of academic advising on student success, and the development of a meaningful relationship between advisor and advisee, limited research exists that explores student perceptions of servant leadership qualities in the academic advisor, and advisors' self-assessment of servant leadership in the academic advising process. McClellan's (2007) thesis outlines how the framework of servant leadership can influence the effectiveness of the academic advisor. Additionally, NACADA defines a set of "Core Values for Academic Advising" that include caring commitment, empowerment, inclusivity, integrity, professionalism, and respect (see Figure 9) (NACADA: The Global Community for Academic Advising, 2017), and these values align with the characteristics of the servant leader as set forth by Spears, identified as listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community (2010). This descriptive study was conducted at a mid-sized university located in South-Central Tennessee, using an electronic survey instrument to assess advisors' servant leadership qualities in the academic advising process. Significant levels of servant leadership were identified in the academic advising process by both students and advisors, providing further empirical evidence to contribute to the literature, and provide an additional lens through which to view academic advising and its pedagogy. [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.]