The impact of advisory programs on student achievement, attendance, and behavior was explored in this study. The study was conducted to contribute to existing research and to gain insight as to whether or not advisory programs promote positive academic outcomes in schools. Four schools with advisory programs and four schools with academic homerooms participated in the study. Each school provided student achievement, attendance, and behavior data from the 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years. In addition, advisory teachers responded to a survey regarding outcomes of advisory and their perceptions of advisory programs. The data were analyzed using an independent sample t-test to compare the means of each group to determine the level of significance. In analyzing the data, it was determined there is no statistical significance between advisory programs and academic homerooms in terms of their impact on student achievement, attendance, and behavior. Advisory teachers indicated the need for advisory, as it provides an intentional opportunity to build relationships within the school day. The majority of advisory teacher participants reported the ability to build relationships with students within an advisory program can have a positive effect on student achievement, can decrease student behaviors, and can have an overall positive impact on the school environment. The data collected and conclusions drawn from this study will assist educators to research, plan, and implement school programming and processes to obtain optimal student outcomes. [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.]