Purpose: The primary purpose of this study was to provide a blueprint and framework for how academic advisors and other educational professionals can create personalized relationships with student clients. Past research has shown that students' desire personalized relationships with academic personnel; however, little research exists on exactly how advisors and student affairs counselors can go about building a personal relationship with students within the confines of an academic relationship. Methodology: Data obtained from participant-observation case study research is used to highlight the components and structure involved in one advisor's relationships with 11 students. Themes were extracted from observations and interviews. Results: Nine components of "personalization" in student affairs advising are presented which encourage academic advisors and other relevant personnel to make personal connections with students beyond simple technical competencies. These components include prepping, attending, bonding, disclosing, laughing, counseling, normalizing, coaching, and continuing. A secondary aspect of this study included a focus on student attitudes regarding personalization. The student data contained herein provide, it is asserted, evidence that a personalized relationship does impact students in a positive manner. Conclusions: Results provide a framework for academic advisors and educational personnel to use to enhance relationships with students that may ultimately help promote successful academic and educational outcomes. Recommendations: Academic advisors and other student affairs professionals need to connect with students on a personal level in order for optimal outcomes. Educational personnel who work with students need to realize the power contained in forming "personalized" relationships and strive to attain such to benefit their student clients.