The graduate advising relationship is generally considered to be a critical aspect of graduate student development. This is due, in part, to the highly involved and interactive nature of the relationship; graduate advisors assume responsibility for guiding their advisees in successful completion of several degree requirements, including theses/dissertations, coursework, and applied work. Despite the significance of this relationship, research on graduate advising across Canadian psychology programmes remains limited. The current study assessed Canadian psychology graduate students (n = 387) from clinical, experimental, counselling, and education programmes using an online questionnaire regarding students' perceptions of their advisory relationship and the advising they received in specific training areas. Overall, advising in self-care and work-life balance was the greatest predictor of perceived quality of the advisory relationship for clinical students, research design for experimental students, and clinical work for counselling students, respectively. Implications for training and future research are discussed. Keywords: psychology graduate students, advisory relationship, student funding, research productivity The graduate advising relationship is considered to be essential to the professional development of the graduate psychology student (Gelso & Lent, 2000; Royalty, Gelso, Mallinckrodt, & Garett, 1986). This relationship is uniquely significant, in part, because graduate advisors are charged with furthering the academic and professional development of their students. To illustrate, it is necessary for the advisor to cultivate the student's research skills, thereby facilitating conception, development, and ultimate completion of theses and dissertations as well as other research. The advisor must also ensure that the necessary degree requirements (e.g., coursework) are fulfilled and, in clinical and counselling domains, he or she may act also as a clinical advisor. Aside from providing guidance in academic and clinical spheres, the advisor also facilitates the student's navigation through more peripheral aspects of graduate life, such as negotiating professional politics (e.g., resolving conflict with a faculty member; Schlosser & Gelso, 2005) and financial and professional opportunities. For example, to apply for funding from a tri-council agency (i.e., Social Sciences and Humanities Research Council, Canadian Institutes of Health Research, National Sciences and Engineering Research Council), students must procure a letter of support from their academic advisor that details their research competence and the importance of a planned program for future research. Similarly, when applying for clinical placements, counselling and clinical students are often dependent on the academic advisor to furnish a reference letter commenting on their clinical skills. Indeed, the advisor assumes a diverse set of responsibilities for a student's progression through graduate training and, as such, represents a key determinant of a student's overall development. Despite the apparent significance of the advisory relationship (Gelso & Lent, 2000; Magoon & Holland, 1984; Schlosser & Gelso, 2001), there is a dearth of empirical research on such relationships. In one of the first published studies on advising, Schlosser and Gelso (2001) created and validated the Advisory Working Alliance Inventory-Student Version (AWAI-S). The AWAI-S is a self-report measure used to assess the working alliance (i.e., the cooperation, mutuality, and collaboration in regard to work being conducted that provides the basis for members of the dyad to work together toward mutual goals; Bordin, 1979; Meara & Patton, 1994) between the advisor and the student from the advisee's perspective. Results indicated students' perceptions of the advisory alliance were positively correlated with their perceptions of the advisor's expertness, attractiveness, and trustworthiness, as measured by the Counsellor Rating Form-Short (Corrigan & Schmidt, 1983). …