This qualitative study investigates how the Learning Partnerships Model (LPM; Baxter Magolda, 2001, 2004a) could be operationalized in the context of an academic advising retention program. The findings focus on what epistemological outcomes emerge for students who entered the program as formula followers. Findings suggest that although students likely will not self-author in one semester, there are specific changes (e.g., beliefs, cognitive interdependence, and affect regulation) that emerge as precursors to subsequent self-authorship development. (Contains 1 figure.)