Using a conceptual framework constructed from elements of self-evolution, epistemological reflection, and constructivist adult learning theories, I examined how 8 student veterans progressed toward the developmental stage of self-authorship and what role, if any, their military training or experience played in that development. The findings from this interpretivist study show that both the compulsory nature of military service and its operational focus supported development toward self-authorship for individuals possessing the personal characteristics of drive and initiative as well as supportive, interdependent relationships.