Purpose: This study was designed to evaluate academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process. Design/methodology/approach: Student participants (n = 611) completed a survey exploring their expectations of and experience with academic advising. Principal axis factor analysis, multiple regression analyses, and analyses of variance were applied to student responses. Findings: Six interpretable factors (i.e. advisor accountability, advisor empowerment, student responsibility, student self-efficacy, student study skills, and perceived support) significantly related academic advising to student success. Differences emerged with regard to advisement of demographically diverse students. Practical implications: The results suggest improvements in advising practices, particularly interventions focused on specific demographic populations. Originality/value: The present study contributes to existing literature by expanding advising research beyond student satisfaction to explore how it influences student success. Additionally, results suggest a need for future research that further develops the concept and practice of quality academic advising. (Contains 3 tables and 2 notes.)