Purpose: Coaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider academic coaching as a role distinct from academic advising. Design/methodology/approach: Our study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals. Findings: Our findings identify at least three major themes when considering academic coaching as a role distinct from academic advising--(1) Potential role overlap; (2) Caseload disparities; and (3) Philosophical differences. The indiscriminate use of the title of "coach" contributed to confusion, ambiguity and tension. Practical implications: Without a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue. Originality/value: No studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.