This monograph provides rationale, examples, and specific guidelines for initiating advisor-advisee programs in the middle school. Part 1 discusses why affective education is needed in the middle school, and promotes the need for qualitative properties of education to exist along side the quantitative. Part 2 describes six on-going programs of affective education: (1) Patapsco Middle School, Howard County, Maryland; (2) Broomfield Heights Middle School, Arvada, Colorado; (3) Shoreham-Wading River Middle School, Shoreham, New York; (4) Tapp Middle School, Powder Springs, Georgia; (5) Landon Middle School, Topeka, Kansas; and (6) Putnam County Middle School, Winfield, West Virginia. Each program described was locally developed as an expression of felt needs, and demonstrates an effective way that middle schools can implement specific curricular programs for developing the affective side of a school's responsibility. Part 3 addresses specific questions that may arise when planning and implementing an advisor-advisee program. The questions are divided according to program issues, advisor issues, and advisee issues. Guidelines are provided for successful initiation, expansion, or interfacing of an advisor-advisee program with other middle school program options. A list of 128 resources is also included. (LLL)