This study explored students' experiences of transition from centralized, professional advising to decentralized, faculty-based advising within a shared advising model at a public research university. Data were collected via focus groups and interviews from 17 participants and examined using phenomenological analysis. Four fundamental themes were evident among participants: evaluation of advisor trustworthiness based on perceived professional responsibilities, preference for a personalized advising relationship, apprehension about the unknown, and reliance on previously developed advising expectations.