Undergraduate students (n = 429) were surveyed to determine the style of advising used by their current advisor, the students' preferred advising style, and their satisfaction with advising. A majority of students (79.8%) identified their current advisor as using a developmental advising style. Nearly all (95.5%) respondents preferred developmental advising. Students with developmental advisors and a preference for developmental advising (77.9%) had significantly (p less than 0.05) higher satisfaction than students with prescriptive advisors and a preference for developmental advising. Students experiencing congruence between their advisor's style and their preferred advising style had significantly (p less than 0.0001) higher satisfaction with advising than students experiencing incongruence. The effect size for congruence (or incongruence) on satisfaction was large (Cohen's d = 1.05). (Contains 3 tables and 2 figures.)