This qualitative case study examined the perceptions of advisors and students enrolled in online courses regarding the effectiveness of academic advising services as they affect student success and persistence. This study applied Tinto's model of student integration to understand the interaction between online students and advisors. The data was obtained by interviewing online students and advisors who enroll students in online courses. The six online students and six advisors that participated in the study were interviewed using questions developed by the researcher. To ensure validity, the interview questions were field tested by experts in advising and pilot tested by online students. Three major themes emerged from the online student interviews: relationships, advising meetings, and communication. The results showed that online students speak to advisors to enroll in courses and felt they had to go to the physical campus to get the best advising. Two major themes emerged from the interview with the advisors: interaction and advising roles. The results showed that advisors seek to establish a connection with the students and provide encouragement as they assist with creating a degree plan. The data showed that online students and advisors have different perceptions of the effectiveness of advising in student academic success and persistence. There is a disconnection between the perceptions of online students and advisors. In contrast to the perceptions of the students, the advisors thought that they were meeting the needs of their online students, providing the support needed remotely. The online students reported the perception that they had to go to campus to get the support they needed from advisors. The students perceived that the advisors focused on completing a checklist with limited interaction during advising sessions. On the other hand, advisors expressed that they focus on encouraging the students in regard to their career goals and helped them establish goals and complete their degree plans. Further research could explore advisors' perspectives about the students they advise who enroll in campus-based courses versus those who enroll in online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]