Academic advising has long been a powerful mechanism to support student success, persistence, and degree completion in many disciplines.1-2 Multiple models for academic advising exist in PA education, relying on one or more faculty to meet with learners and connect them to institutional resources, measure academic performance, and identify any potential barriers to academic success.This qualitative study informed by phenomenology explores the experiences of PA faculty engaging in academic advising. The research has two primary aims defining holistic advising and identifying facilitators and barriers to advising.