Given community colleges' open enrollment policies and their numerous instructional missions (A. M. Cohen & Brawer, 2008), students enter and re-enter with various and often multiple objectives but not always with clear knowledge of how to clarify and accomplish them. Among early intake activities, the role of academic advising in particular has been connected to student persistence (King, 1993; Young, Backer, & Rogers, 1989), even as relatively few studies have presented empirical evidence supporting these claims (Bailey & Alfonso, 2005). Thus, the purpose of this study is to understand how different kinds of advising activities during the first three weeks for community college students who enroll for the first time relate to their intentions to re-enroll. Data used for this study come from the 2010 Survey of Entering Student Engagement (SENSE) administered by CCCSE (2007, 2010). It is administered before the end of the third week of the fall academic term. Participants come from classes sampled randomly from among all developmental reading, writing, and math courses (excluding ESL) and from first college-level English and math courses. In 2010, 13 colleges administered an optional special-focus module on intensive academic advising activities. CCCSE provided an 80 percent random sample of student responses from these 13 colleges, from which the authors selected only those students new to college and not co-enrolled elsewhere (n = 3,956). This study employs multinomial logistic regression to examine the relative relationship of new students' persistence intentions in the first three weeks of college in relation to engagement factors--with a particular focus on advising activities. Results show that advising activities and other engagement factors are related to new community college students' earliest persistence intentions but in limited and nuanced ways. The authors found three principal ways of understanding this nuance: (1) the relationship between engagement and persistence intentions heavily depends on individual goals; (2) different kinds of advising may have different effects for different students; and (3) the role of academic and social support networks matter in the near term and likely in the long term. They discuss these findings and in turn in relation to the research literature and their implications for practice.