Many colleges and universities lack a formal evaluation system to assess their advising programs. Illinois Benedictine College, however, has consistently evaluated its Freshman Advising Program (FAP) on an annual basis ever since its inception. In 1986, the college decided to implement the new Benedictine Advising Survey in the exit interview process in an effort to more thoroughly assess the needs of its freshman students. Responses to this instrument were very consistent with those obtained from the previously used Kramer and Gardner (1979) Form; further, current freshman evaluations were significantly higher in some advising areas when the 1986-1987 and 1987-1988 years were compared. Freshmen over those 2 academic years have rated advisors very strongly in most areas and have perceived their advisor to be a good and competent resource. These findings suggest that Illinois Benedictine College's FAP was successfully accomplishing its primary goals of allowing freshmen to take a more active role in their course scheduling and assisting them in their tentative life/career plans. The results of employing such an advising evaluation system had a positive impact on the college's student retention, suggesting that all colleges and universities should regard advising as an integral part of their mission statement. (Author/NB)