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Although academic advising is often linked to student success, student satisfaction with advising is a perennial problem. To better understand the nature of this dissatisfaction, we explored the perspectives of both the recipients of advising—students—and the providers of advising—faculty. We found that students and faculty agree on the relative importance of many aspects of advising, but faculty do not necessarily assume responsibility for all of the kinds of advising both they and students deem most important. The findings support the dual model for delivering academic advising services.