The purpose of this mixed-method pragmatic study was twofold: to identify the necessary classroom and campus supports student veterans require to create a veteran-inclusive environment. Additionally, the study investigated whether those supports differ for male and female student veterans. The United States has been at war for twenty years in support of the Global War on Terror, as such an unprecedented number of veterans, are entering higher education. These numbers include women, who were officially able to classify as combatants in 2013 when the Direct Ground Combat and Assignment Rule of 1994 was rescinded. The literature showed a deficit in studies pertaining to female veterans and female combatants as compared to studies related to male combatants. Therefore, a comparison of gender responses became the foundation of the research. The study utilized a quantitative-qualitative sequential exploratory design so the researcher would know the statistical data and gender comparison results prior to the interviews. The sampling for participation was purposeful. The criteria required participants to have served in the United States Armed Forces, are currently enrolled in higher education, or were within the last two years. A 33-item survey was developed and deployed from SurveyMonkey and then analyzed for statistical data and gender differences. Three male and three female survey participants were interviewed using semi-structured questions. Quantitative findings showed differences in gender responses which were further explored in the qualitative portion to provide an understanding of the statistical data. The interview findings identified two major themes with subthemes. Collectively, with all the data analyzed and coded, the researcher developed institutional recommendations to create veteran-inclusive classrooms and campuses to promote academic success for male and female student veterans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]