This phenomenological exploratory study examined how community college advising coordinators described their roles as middle managers. This study was conducted in an effort to address the lack of empirical research regarding the perceptions community college advising coordinators have of the institutional and administrative challenges confronting the delivery of academic advising services. The conceptual framework for this study employed Floyd and Wooldridge's (1992) theory, a typology of middle management involvement in strategy. Their theory can be used as a lens for viewing the advising coordinator's ability to influence advising policy and institutional advising practices from the perspective of middle management. The overarching research question for this study was: How do community college advising coordinators describe their roles as middle managers? Additionally, four corresponding research sub-questions were examined to gain an understanding as to how advising coordinators describe their roles, levels of institutional influence on advising policies and practices, and the limitations of their roles within their institutional advising models. A total of 13 community college advising coordinators from two undisclosed northeastern states participated in this study. The findings from this study yielded the following major conclusions. Community college advising coordinators may encounter a variety of institutional issues with coordinating advising services such as the quality of advising services being provided to students institutionally, their ability to assess and evaluate advising services on their campus, and managing institutional communication regarding advising services in their roles as middle managers. In addition, given the limited scope of authority and control over advising services as middle managers, community college advising coordinators may have trouble meeting the expectations of senior management if those expectations require institutional coordination that transcends the scope and direct responsibilities of their positions. Finally, community college advising coordinators who have an elevated role within the institution's organizational structure are likely to encounter fewer administrative and logistical issues with the coordination of advising services on their campuses due to their increased status and supervisory oversight. [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.]