Because almost one half of students enrolled in American doctoral programs do not complete their degrees, the factors that lead to doctoral student attrition need to be identified. Research suggests that the nature of the advisor–advisee relationship contributes to the persistence levels of doctoral students. In this study, we conducted a content analysis of institutional documents related to advising in two types of doctoral programs in education. Using data collected from a purposeful sample from universities, we analyzed policies, procedures, and expectations related to doctoral student advising. The findings lead to important implications for clarifying roles of advisors and expectations for graduate student advising.