This article reports some of the findings from research conducted by the author, who was also the principal of Saint Stephen's College, a coeducational independent school in South-east Queensland. The school was in the early stages of transitioning to a new organisational architecture (the way the physical, digital and human resources are aligned) in order to personalise learning for students operating in a hybrid-blended learning environment, when the research was conducted. The new architecture was seen as a way of positioning the school to thrive through an anticipated period of disruption caused by rapidly emerging digital technologies. The focus of the paper is on parents', Academic Advisers' and Heads of Year's perceptions of the school's Academic Adviser (AcAd) Program, which was an early step in the process of transitioning to the new architecture, designed to promote greater levels of student self-regulation and learning power. Data from parent and Academic Adviser surveys, and Heads of Year focus groups are reported here.