Resumes of students with limited work experience are by nature underdeveloped and frequently poorly designed. Although many tools and resources are available, students often underutilize them. Faculty at a northeastern university sought to address this problem by engaging members of its college of business advisory board to provide students with real-world advice. Many advisory board members are senior executives who can advise students on how to improve their resumes and make them more professional and powerful. To assess the effectiveness of this intervention, pre- and postsurveys were conducted and analyzed. The authors discuss the results and draw some conclusions. D. Kolb's (1984) model of experiential learning provides a conceptual framework.