This article examines the contribution of language learning advisers to the creation of synergy in specific learning spaces and considers advisers' roles in relation to the development of successful learner self-management (LSM). Starting with an historical overview of the evolution of the self-access centre at the University of Hull, the article analyses the profile of learners, their needs, attitudes and uses of the language advisory service. It discusses the inter-relation between the advisers and the Department of Modern Languages' teaching portfolio and different services within the University. In particular, it focuses on the crucial role of advisers, and examines their tools and activities, their self-evaluation and professional development mechanisms. Subsequently their practice is evaluated in relation to current research in advising. The author concludes by presenting specific studies undertaken at the University of Hull (UK) and suggests opportunities for further collaborative research and development.