This study examined perceptions of instructor and advisor interactions among college students using a previously validated survey. The survey assessed satisfaction with interactions, financial well-being, and alignment with career and major goals. A total of 679 responses were collected (20% response rate). While most students reported positive experiences with instructors and advisors, notable demographic differences emerged. Male respondents (48%) were more likely than females (38%) to strongly agree that non-classroom interactions with instructors positively influenced their career goals (p=0.0137). First-generation students (6%) were more likely than their peers (3%) to perceive instructor interactions as unhelpful for their career development. Females (16%) expressed greater dissatisfaction with informal interactions with instructors compared to males (7.5%) (p=0.0672). Non-Caucasian students (62%) were less likely than Caucasians (74%) to feel instructors were genuinely interested in teaching (p<0.001). Students who believed instructors were engaged in teaching had a higher average GPA (3.46) than those who did not (3.27; p<0.001). Regarding advisors, 11% of seniors felt their advisor interactions did not positively influence career goals, compared to 2% of freshmen (p=0.0178). Similarly, 11% of direct-from-high-school students expressed dissatisfaction compared to 4% of transfer students (p=0.0540). First-generation students (16%) were more critical of advisor interactions than non-first-generation students (8%) (p=0.003). Overall, females, first-generation students, and non-Caucasian students reported more critical perspectives on instructor and advisor interactions. These findings highlight the need to address equity in academic support services to enhance the experiences and outcomes of all students.