We explored the benefits of strengths-based academic advising approaches for first-year students (N ¼ 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengthsbased advising conversations with an advisor. First-year students who experienced strengthsbased conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic selfefficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-based advising in 3 findings: strengths approaches facilitated advising relationships (thereby supporting students' engagement, retention, and graduation), enhanced students' self-awareness and confidence, and advanced advisors' own personal and professional development (thereby positively influencing student success).