Purpose. The purpose of this quantitative correlational research study was to examine whether a relationship exists between academic advisors' leadership style as servant leaders and student satisfaction with academic advising at a 4-year private nonprofit university in Southern California. Additionally, gender, race, and first-generation college student demographics were examined to understand whether any of these characteristics have an interaction effect on advisor servant leadership and student satisfaction with academic advising. Theoretical Framework. The theoretical framework of this study was through the lens of advisor servant leadership (ASL), which includes conceptual mapping, holistic growth, degree awareness, and advising environment (Paul, 2012). Academic advisors who are servant leaders put their students first, seeking to invest themselves in support of students' development and their success. Methodology. Data were collected via a survey that included the Advisor Servant Leadership Behavior Scale (ASLBS), Student Satisfaction With Academic Advising (SSAA), and demographic questions. The survey was sent to 2,475 potential participants (traditional-age college students) in fall 2020 during the COVID-19 pandemic. Sample data consisted of 287 participants ages 18--22 working toward earning a bachelor's degree. Data analysis featured multiple linear regression and moderation analysis. Findings. After aggregating four constructs of ASLBS and conducting a regression analysis, the results revealed there is a relationship between ASL and SSAA. Moderation analysis found gender, race, and first-generation college student status did not have an effect on the relationship between ASL and SSAA. Conclusion. Results agreed with the past literature that found ASL has a significant positive correlation with SSAA and that the constructs of the ASLBS have a highly correlated nature. In comparison to past literature, the researcher found the same noninteraction effect of gender and first-generation college student status on SSAA but a different effect of race on SSAA. Recommendations. Replication studies and further testing of the validity of the ASLBS instrument using a larger and more diversified sample and more studies examining the effect of race are recommended. Future studies can explore the most preferred advisor leadership style(s) to best support first-generation college students. Leaders of academic advising can use ASLBS for assessment, training, and professional development. [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.]