Maximizing student potential requires explicit (yet flexible) guidelines for tutors and advisors. Many tutors enhance student potential by utilizing an effective process known as the Tutoring Cycle, which promotes content knowledge and facilitates independent success (MacDonald, 2000). Similarly, when attend advising sessions in various emotional states, seeking deeree chanees and help in makine life-alterine decisions, some advisors respond by using the techniques of Appreciative Advising- an approach that celebrates the unique differences of students, embraces their wildest dreams, and designs plan of action (Bloom, Hutson, & He, 2008).This article proposes mereine MacDonald's Tutorine Cycle with the six phases of Appreciative Advising to create new Appreciative Tutoring Cycle. In order to better understand the rationale behind this new framework, general overview of both the Tutoring Cycle and Appreciative Advising will be discussed. Individually, the Tutoring Cycle and Appreciative Advising are powerful frameworks. Put together, more powerful framework emerges for tutoring professionals.Overview of Foundational TheoriesThe proposed Appreciative Tutoring Cycle blends MacDonald's (2000) Tutoring Cycle with Bloom, Hutson, and He's (2008) Appreciative Advising methodology. An overview of these foundational approaches will demonstrate their contribution to the development of the Appreciative Tutoring Cycle.The Tutoring CycleMacDonald (2000) defines the Tutoring Cycle as a set of 12 steps which you can learn and then use to guide [tutors] through tutoring session (p. 24). The Tutoring Cycle provides tutors with descriptive suggestions for assisting their and explains the rationale behind each step. The Tutoring Cycle follows circular pattern based on the assumption that learning is cyclical. For instance, one first identifies what is to be learned, consciously or unconsciously sets some strategy for learning, learns, then moves on to the next learning task; and the cycle continues (MacDonald, 2000, p. 24). The twelve steps of the Tutoring Cycle are the following:1. Greeting and Climate Setting2. Identifying the Task3. Breaking the Task into Parts4. Identifying Thought Processes which Underlie Task5. Setting the Agenda for the Session6. Addressing the Task7. Tutee Summarizing Content8. Tutee Summarizing Underlying Process9. Confirming10. What's Next?11 . Arranging and Planning the Next Session12. Closing and Good-byeDetailed descriptions of each step will be discussed in context with Appreciative Advising (MacDonald, 2000).Appreciative AdvisingAppreciative Advising reflects the influence of multiple theoretical approaches, including positive psychology, choice theory, reality therapy, and Appreciative Inquiry (Bloom et al., 2008). In general, these models focus on individual strengths (rather than weaknesses). Essentially, Appreciative Advising encourages advisors to adopt an (Bloom et al., 2008, p. 32). In order to maintain an appreciative mindset, advisors must recognize the potential of every student and emphasize person's unique strengths. Advisors that adopt an appreciative mindset realize they are fortunate to have the opportunity to positively influence and society and recognize the need for continuous professional development to improve their techniques. Also, advisors with an appreciative mindset accept certain power of influence and utilize that power appropriately. It follows from this professional outlook that advisors would display continued interest in students' lives and demonstrate cultural competency (Bloom et al., 2008).Similar to the Tutoring Cycle, Appreciative Advising does not prescribe lock-step process for working with students (Bloom et al., 2008, p. 27). Since appreciative advisors recognize unique differences among their students, rigid process cannot accommodate the needs of advisees. …