Academic advising is integral to student success in higher education. However, few studies have explored the beliefs, practices, and well-being of advisors. In this study, we introduce an instrument designed to explore advisors' beliefs, practices, and well-being based on literature that addresses advising approaches and their theoretical connections, along with research on measuring well-being. Trends and themes of advisors' beliefs, practices, and factors associated with their perception of well-being were highlighted using responses from 136 advisors from various U.S. higher education institutions. We also consider implications from both individual and institutional perspectives.