This qualitative study was designed to add to educators' understanding of veteran student success and offer ways to reframe how they measure veteran student success. Currently, university leaders tend to measure veteran student success using traditional metrics such as retention and graduation rates. This study involved examining whether there are alternative methods we can use to better understand veteran student success. Consequently, a Students as Partners (SaP) framework served as the theoretical approach that undergirded the study. In keeping with the tenets of SaP, three undergraduate veteran students were recruited to serve as research assistants. By using SaP, these United States Marine Corps (USMC) veteran students were able to serve as meaningful contributors on a research team that sought to learn what veterans say it means to attend a university that is on the U.S. Department of Education's military friendly list. The narrative analysis for this study uncovered several significant findings. Specifically, the findings revealed partnerships strengthen our common goals, partnerships cultivate a culture of learning and curiosity, and veterans want educational communities that invest in their experience. Essentially, the findings provide a template educators can use to reconceptualize veteran student success. A substantive discussion section is provided to expand on and interpret the three key findings by comparing them to the guiding principles used in the SaP framework. Finally, implications for practice and research are offered. [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.]