Recent research indicated that academic advisors across the nation are encountering parents accompanying their students to college academic advising meetings with greater frequency than in years past; which, as a consequence, has led to frustration and confusion among academic advisors, and advising directors as to what the proper role of parents are in the higher education setting. Academic advisors are tasked with managing these complex advising conversations with parents and students, and for many advisors, meetings with parents can cause frustration. The purpose of this current study was to interview community college advisors across the State of Tennessee to inquire about the frequency and impact of parental involvement in their advising practice, with hopes of finding commonalities in their stories with their personal encounters with parents during the advising session with an eye toward establishing best practices for dealing with overly involved parents. Eleven remote interviews were conducted from March 2022 to October 2022. Transcripts were analyzed by qualitative coding methods and viewed through a Heideggerian hermeneutical lens. This research found that advisors are seeing parents more frequently than when they began their advising practice and that they generally encounter parents in two types: Type 1, supportive parents, and Type 2, overly involved parents. This research showed parents are most likely to attend the first advising session with their students. Admittedly, the helicopter parenting phenomenon was experienced in only a handful of cases, and participants stated that the vast majority of parents they encounter are helpful and supportive. [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.]