Institutions of higher learning, their senior staff members, and advisors are always striving to create advising modalities and utilize matching advising types that work best for the individual student. This qualitative single-case study was conducted to examine perceptions of the students, advisors, and senior staff members of the advising modalities and types. Data collection was obtained through interviews and institutional documents. The data produced evidence that the developmental advising type is preferred in the face-to-face and hybrid advising modalities by students, advisors, and senior staff members. The data also displayed that students, advisors and senior staff members preferred the use of prescriptive advising type in the online advising modality and/or when completing a very specific degree such as nursing. The study concluded that students, advisors, and senior staff members perceived the interaction between the student and the advisor as key to the advising process. This study can also assist post-secondary institutions, particularly community colleges, in understanding and importance of those perceptions held by students, advisors, and senior staff members of the advising modalities and types. [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.]