Higher learning institutions have encountered increasing student-veteran enrollment rates due to the surge of servicemembers discharged from the military in recent years. Community colleges have also experienced increased rates of student veterans choosing two-year institutions either to pursue a technical degree or to enroll in courses transferable and applicable to a bachelor's or post-secondary degree. This study examined the challenges student veterans often encounter when transitioning from the military to higher education by exploring student perceptions of veteran transitional supports, as well as focusing on student veterans' strengths. In addition, academic outcomes (GPA) for student veteran first-term enrollment were examined using time series analysis. Two integrated conceptual frameworks were used to provide relevance to the study's findings, including Schlossberg's Transition Theory (Schlossberg, 2011) and Adaptive Military Transition Theory (Diamond, 2012). The purpose of this study was to explore student veterans' perspectives regarding transitional support services and examine factors that influence student veterans' GPA in a community college setting. To help explore student veteran needs in academia, a student satisfaction survey was analyzed, and four common themes emerged, which included Veterans Transition Counseling, Veterans Resource Centers, Additional Resources, and V.A. Admissions and Processing. In addition, first-term enrollment and student veteran mean GPA were analyzed to inform of veteran-related programming effectiveness. Variables such as gender and enrollment status were also analyzed to assess whether those factors were related to academic outcomes longitudinally. The study findings offered insight into veteran experiences in a community college setting. Key findings indicated the need for a designated Veterans Resource Center and Veterans Transition Counseling to improve the student veteran transition into college and academic success rates. These findings aligned with the transition theories identified in this study and the theoretical application of identification of student veteran strengths and necessary supports during various stages of student transition. [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.]