This study investigated the theoretical connection between student thriving and academic advising (Louis & Schreiner, 2020; Schreiner, 2015, 2017, 2018, 2020) and sought to provide a better understanding of the relationships between satisfaction with academic advising and other college experiences that are associated with thriving. This study included 728 undergraduates from five U.S. postsecondary institutions. Instrumentation included the Thriving Quotient (Schreiner, 2016) and select items from the Student Satisfaction Inventory (Ruffalo Noel Levitz, 2017b, 2019c). Data analysis through structural equation modeling revealed several pathways to thriving, including the role of student satisfaction with academic advising. Frequency of advising was found to play a vital role in students' satisfaction with academic advising, along with indirect effects by race, class level, and financial difficulty. In addition, satisfaction with academic advising had a direct pathway to major certainty, spirituality, sense of institutional integrity, and students' perceptions of faculty's sensitivity to diverse perspectives. Satisfaction with academic advising also had an indirect effect on faculty interaction, psychological sense of community, and overall student thriving. Implications of this study include increasing frequency of student/advisor interactions; reframing the use of advising on campus; clarifying institutional messaging; reviewing institutional structures, policies, and practices; and training and development of all advisors. Results and implications for practice are included to guide practitioners in leveraging academic advising to help all students thrive. [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.]