As postsecondary institutions seek ways to attract military veterans as students, they ostensibly grapple with how to best support these men and women once they arrive on campus. Although there are dozens of financial, academic, and emotional support systems available through the government, academic institutions, and non-profit organizations, there is little evidence of the efficacy of any of the supports offered. Further, the prospect of devising broad-reaching, targeted supports for student veterans seems taxing, particularly as budgets are stretched thin. This article examines some large-scale and targeted institutional support systems that are being implemented in community colleges. A thorough exploration of the existing literature reveals that existing supports, while commendable, are either untested, unreasonable for widespread implementation, or are simply in need of modification to accommodate veteran students. With nearly 2 million men and women returning from active duty in the coming years, community colleges are poised to serve as an academic starting point for many of these service members. This article underscores the importance of identifying student veterans, understanding their academic and emotional needs, and offering appropriate and informed support systems.