Both undergraduate academic advising and Hispanic-Serving Institutions (HSIs) play a key role in Latinx student success. The purpose of this intrinsic case study was to explore servingness within the context of undergraduate academic advising at Border University (BU) -- an HSI on the U.S.-Mexico border. The overarching research questions were: 1) How is servingness enacted through undergraduate academic advising at BU? and 2) What role do academic advisors play in enacting servingness? Conceptually, this study was guided by Garcia et al.'s (2019) "Multidimensional Conceptual Framework of Servingness in HSIs" and the existing literature on HSIs. Data was collected from twelve semi-structured interviews with BU academic advisors. Additionally, multiple publicly available institutional documents such as BU's strategic plan, mission and vision statements, advising websites, and advisor job descriptions were analyzed. Five interrelated themes were constructed: (1) committing to HSI roles and responsibilities via strategic planning, (2) prioritizing academic advising, (3) allocating resources to support advising-related efforts, (4) (re) organization of academic advising, and (5) fostering validating experiences within the structures. This study provides implications for practice and policy and highlights areas for future research. [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.]