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This qualitative study explored the process of academic companioning as experienced by five undergraduate probationary students and as supported by two professional resource persons. Data was collected through multiple in-depth interviews and analyzed using a threedimensional narrative inquiry space, which provided a fitting framework for a thematic narrative analysis. A document analysis was also used to determine how the conceptual foundation of the academic companioning program aligned with the students' experience. Our analysis suggests congruence between the multiple sources of data examined. Key findings shed light on the nature of the companion's role defined by a specific form of guidance and attendance to students' self-confidence. Findings also illustrate how the program's structure caters to students experience by facilitating an acknowledgement their own needs, helping them better understand the university context, and offering personal support.