Multidisciplinary programs have begun to complement traditional models of graduate and professional education. The development of these programs has begun to reflect the change in graduate student advisement. Multidisciplinary programs necessitate the need for quality advisement approaches. This study assessed faculty satisfaction and commitment to advising graduate students in the Multidisciplinary Studies Individualized (MDSI) program at a metropolitan college in New York State. The intent was to examine faculty level of satisfaction, level of commitment and identify barriers to advising MDSI students. This quantitative study employed a paired samples t-test to compare faculty advising groups. The findings revealed MDSI graduate faculty experience lower levels of satisfaction and commitment compared to single disciplinary graduate faculty. Quotes obtained from faculty advising groups revealed academic advising and MDSI program structure as key barriers to advising MDSI students. Recommendations offer strategies for enhancing advising practices to benefit MDSI graduate faculty, students and the college.