Abstract: Student satisfaction related to advising is lacking in colleges across the country (Keup & Stolzenberg, 2004). Although satisfaction with advising is low, quality advisement remains vital for student success (Campbell & Nutt, 2008). Academic administrators are compelled to discover ways to improve student satisfaction and success. One way to meet this goal is through Appreciative Advising. The purpose of this mixed-methods, quasi-experimental, pre–post-test study was to determine the impact of Appreciative Advising on the student advising experience, including student satisfaction and the efficacy of the advisors’ experiences. This research study sought to examine if implementation of Appreciative Advising techniques affected student satisfaction, students’ affective experiences, and the efficacy of the advisors’ experiences. Pre-licensure bachelor’s degree nursing students were given the opportunity to complete the college’s existing student satisfaction survey and to attend focus groups. The quantitative analysis was based on student satisfaction scores, specifically the percentage of students rating their level of satisfaction as a 9 or 10 on a 10-point Likert scale. The researcher compared the 2016 and 2017 scores using a Chi-Square test to determine statistical significance and to assess whether Appreciative Advising affected the satisfaction level of the students. A two-way contingency analysis was conducted to evaluate whether the proportion of satisfied students was significantly greater in 2017 than 2016. The results indicated a statistically significant increase in student satisfaction scores from 2016 to 2017 (p < 0.01). The intervention and study results suggest that utilizing Appreciative Advising may be one way to improve student satisfaction with the advising process.