The Post 9/11 GI Bill is the most lucrative version of the GI Bill since the original World War II version. As such, veterans are entering colleges and universities around the country at an increased rate that is expected to continue for the foreseeable future. Despite this growing number of student veterans, it is unclear if university faculty and staff are prepared to deal with their unique needs. This study examined the transitional issues faced by veterans as they leave the military and enter higher education. Moreover, it sought to explore how colleges can provide support services that promote a positive and rewarding college experience for student veterans. Three questions guided this research: (a) How do veterans describe their transition from military to civilian life? (b) What stories do Post 9/11 veterans tell about their experiences in higher education? and (c) How do Post 9/11 veterans describe what faculty and staff can do to better serve their needs. To address these questions, a qualitative narrative research design was applied and semi-structured interviews were conducted with 13 veterans who successfully completed college following military service. Through analysis of the data, five findings revealed that veterans in college have unique needs that need to be addressed. The findings revealed that while veterans face unique needs when entering higher education, they also possess a maturity level that helps them overcome challenges associated with higher education. Findings also revealed that peer-to-peer support is crucial to veterans successfully completing college. As the number of veterans in college continues to increase, so does the need for university administrators to gain a deeper understanding of their issues.Ed.D., Educational Leadership and Management -- Drexel University, 201
