The relationship a doctoral student develops with his/her advisor is a crucial aspect of doctoral training across disciplines; but research suggests that many such relationships fall short of a successful apprenticeship or mentoring ideal. Because disciplinary cultures and structures vary considerably, what makes for a successful advising experience within one discipline may not hold within another. This study explores the advising experiences of 870 US doctoral students within four disciplinary clusters at a large research university in order to identify possible differences in advising experiences across disciplines. Findings suggest that factors influencing advisor selection do differ across disciplinary clusters, but that students' assessments of advisor quality along three different role dimensions, as well as their overall satisfaction with their advising relationship, are similar across all four clusters. (Contains 7 tables and 1 note.)