This applied dissertation was designed to determine the level of satisfaction with the current academic advising approaches used for foreign-born Latino adult learners enrolled in a master's degree program designed specifically for Spanish-speaking immigrants in two Hispanic-serving institutions in Florida. The data collected through this study allowed the researcher to describe foreign-born Latino graduate students' perceptions and the experiences of academic advising practices to specifically identify key elements that would improve academic advising performance and retention and graduation rates at the primary research site. Foreign-born Latinos comprise a strong portion of the workforce population of the U.S. Therefore, there is a need to provide tailored academic advising support to enhance their learning experience. The outcome of this study was also used as supportive information to be included in the Annual Performance Report of the Title V-B PPOHA grant awarded to the institution. Furthermore, the outcome of the study allowed the researcher to identify key elements that could improve the overall academic support systems of other Hispanic-serving institutions around the country. Four research questions guided this study: (1) What kind of academic advising approach is used at the research site?, (2) Is the academic advising at the research site helping the acculturation of foreign-born Latino adult learners?, (3) Are foreign-born Latino adult learners satisfied with the academic advising approach provided at the research site?, and (4) What specific changes need to be made to the current academic advising approach to improve its effectiveness? The methodology used was a mixed-methods design. Procedures included an extensive literature review, the examination of instruments, the development of an interview protocol, the surveying of students, and the interviewing of academic advisors. The findings of this study suggested that foreign-born Latino adult learners need personalized attention to guide them through the American higher education system. Therefore, academic advisors of foreign-born Latinos must possess a mentor attitude to maximize the benefits of any academic advising session. Implications for future advising research and practice are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]