This study explores the adaptational effects of psychological traditionality, modernity, and interpersonal fit in the context of the academic advisor-student relationship. A survey of graduate students yielded 180 completed questionnaires. Analyses revealed that (1) the only predictor of a good relationship was the advisors’ modernity as perceived by the students; (2) students’ traditionality suppressed their subjective happiness and inflated psychological symptoms while a good advisor-student relationship enhanced happiness; (3) a MANCOV A showed that the advisor-student fit on traditionality had no effect on relationship quality or students' well-being. However, the modernity fit had an effect on relationship quality -the pairing of an advisor high on modernity with a student with a similar modernity score made the best match.