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Poor student achievement at some community colleges results in low retention and graduation rates. Addressing the problem of unpreparedness for college with good academic advising may help to improve student achievement. The purpose of this study was to determine whether there is a difference in the academic achievement of 1st year full-time (FYFT) community college students, based on having received 1 semester of any of 4 different academic advising methods (prescriptive, developmental, intrusive, proactive) while controlling for high school grade point average (GPA). Bandura's social learning theory was used as the theoretical framework. A quantitative research method, deploying 1 research question and 5 hypotheses, was used to guide the examination of a sample of 349 archived data records of Fall 2016 FYFT students at a community college in the northeastern United States. The study included a categorical (factor) and a metric (covariate) measures of variables; therefore, a 1-way ANCOVA was used to estimate the effect of the academic advising method on student achievement. The findings showed no significant difference in FYFT student GPA, based on having received academic advising in general or any method of academic advising, during the 1st semester of enrollment. Despite these findings, the literature supports academic advising as critical for improving GPA, implying that further research is needed to adequately determine trends in student achievement related to advising over more than 1 semester at the college studied. By understanding the difference in the academic achievement of FYFT students based on having received academic advising consistently, academic advisors will have information that can potentially enhance student achievement and increase students' chances of graduating, thus promoting positive social change.