Based in part on a study at Towson State University, Maryland, retention was found to be linked to advising. In response to this defined linkage, a freshman advising program was developed which emphasized mandatory participation, increased faculty awareness of the complexities of advising, self-assessment, the merger of Academic Affairs with Student Services, and the identification of a new, overall goal for advising. In an attempt to pilot study the advising program, 1,380 incoming freshmen and faculty members participated in a predesigned registration program. The faculty program materials consisted of self-assessment questionnaires, directions to be given to students, a checklist and resource sheet, and catalogs. Students received a schedule book and registration materials. Prepared programs informed students of general university requirements and directions for completing the questionniares. Faculty advising, which lasted on the average of 1 hour per student, followed the prepared program. Both students and faculty evaluated the program after the advising sessions. An analysis of the results showed that the most significant accomplishment of the program was to identify the overall goal of advising. Faculty gained more awareness of student options and the complexities of advising. The majority of students felt the program was beneficial. (The assessment instruments are appended.) (Author/BL)