This article is a reflection on a course designed to introduce general advising skills and approaches to a mixed-year EFL class at a foreign language university in Japan. The authors of the article provide commentary on not only the course design but also how the course was perceived from both teacher and learner perspectives. This course was comprised of thirty 90-minute lessons covering three core topics which included (1) understanding what advising is in everyday contexts and the role of advisors, (2) using advising strategies and (3) understanding affect and how to deal with it during advising sessions. To ensure students had ample opportunities to practice the skills and strategies they had learned about, mock-advising sessions took place. Several benefits of these sessions from both the teacher’s and students’ perspectives are provided. Following a discussion of the issues encountered, suggestions for modifications are made. Additionally, an outline of how students were supported in developing their ability to analyse advising sessions for their own benefit is provided. The article concludes with a final reflection on the course as a whole from both teaching and learning perspectives.