| Summary: | <p> The purpose of this study was to describe and explain Veteran students’ perspectives on academic success as they enter or reenter the university setting. Recent research applied to Veteran students has primarily focused on social integration factors and to a lesser extent on Veteran students’ academic integration and student success. For this qualitative study, which was grounded in social constructivism, the primary method of data collection was the recording, transcription, and analysis of oral interviews with 11 Veteran students. The findings were aligned to the theoretical framework for this study which was adapted from Tinto’s Conditions for Student Success (2012). The results contribute to the current body of scholarly literature that highlights attributes that Veteran students possess that may contribute to persistence including leadership skills, maturity, and acquired skills related to global and cultural awareness, and motivation. Other findings include the effectiveness of having specific programming efforts for Veteran students including Vet-to-Vet tutoring and mentoring. As for research implications for practice, colleges and universities should not presume Veteran students do extensive research prior to choosing where to apply nor are they necessarily familiar with services offered to Veteran students. They prefer face-to-face program delivery and may need assistance with meeting University requirements such as providing immunization records, establishing in-state residency, and providing sufficient documentation for receiving adequate services to be academically successful. Further research is needed with regard to a primary concern of Veteran students that they will run out of benefits eligibility prior to graduation. Results also reaffirm that colleges and universities need to continue to develop and improve conditions that are known to promote student success for Veteran students. </p><p>
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