This study employs a mixed-methods approach to explore perceptions of academic advising among faculty, advisors, and undergraduate students at an urban university in the Midwest, focusing on its implications for student success. Utilizing Creswell's research design framework, the research integrates quantitative and qualitative data collection methods to understand the relationship between academic advising and student outcomes. Informed by Bandura's Social Cognitive Theory, the study examines how beliefs, behaviors, and environmental factors shape academic experiences and success. It employs the National Survey of Student Engagement (NSSE) from George Kuh's student engagement framework as a quantitative tool to measure student engagement and perceptions. The research aims to investigate differences in perceptions of student success among stakeholders, understand factors influencing academic challenges, and examine the impact of interactions between faculty and advisors on student success. The study involves analyzing NSSE survey data and conducting qualitative exploration through a custom-designed instrument, gathering insights from both students and advisors. Thematic analysis is used to identify patterns and themes, enriching the understanding of academic advising dynamics. Ethical considerations, including participant confidentiality and compliance with data privacy regulations, are prioritized throughout the research process. The combination of quantitative and qualitative approaches aims to enhance academic advising practices and student success initiatives. The findings are intended to support evidence-based decision-making and improve the educational experience for undergraduate students. This study highlights the complex interplay of perceptions among faculty, advisors, and students regarding academic advising and its effects on student success. By integrating quantitative data with qualitative insights, the research illustrates how these varied perceptions impact student engagement and retention strategies. The findings emphasize the need for tailored advising approaches that meet the diverse needs of the university community, aiming to boost student outcomes and institutional effectiveness. [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.]