Research on the influence of the Council for the Advancement of Standards in Higher Education (CAS) on academic advising is limited. Using a comparative case study method, I respond to this research gap by exploring how the standards influence practices of academic advising programs. Study results indicate that participating advisors knew little about the standards, practices were naturally aligned with the standards through the services provided, and the standards influenced programs when intentionally implemented. The findings of the study have implications for academic advisors, advising administrators, and CAS. (Contains 1 table.)