This mixed-methods action research study aimed to improve school climate through the creation of a student advisory program that addresses the need to build strong relationships between middle school students and teachers. The program also intended to help students build a variety of skills that would help them meet challenges at school and in life. The implementation of this program took place in an international school in China over a period of 3 school years (2021/2022 to the mid-point of the 2023/2024 school year). With the conclusion of each school year, changes were made based on three rounds of quantitative and qualitative data in the form of questionnaires given to students and advisors. Small group discussions with students and the use of reflective logs written by advisors were also used. An analysis of the data indicated that the student population felt an increasingly overall positive experience in the advisory program through the 3 years. They experienced increased positive relationships with classmates and advisors and were more comfortable advocating for themselves than before. Meanwhile, actions taken to increase the collective efficacy of the group of teachers serving as advisors, including (a) the increase of resources and materials, (b) more frequent communication, and (c) the elevation of particular advisors to the role of lead advisor, lead to an improvement in overall experience. Advisors felt increasingly positive about their understanding, buy-in, and ownership of the advisory program. Overall, teachers felt the work they did in advisory was helpful to students. Lastly, in additional surveys taken by parents and students, perceptions of the school experience improved during this 3-year period. Implications for future practice and recommendations are discussed.