This qualitative-phenomenological study captured parts of the lived experiences of veterans who chose to stop or end their degree or training program which took place after military service. The researcher focused on this specific population as it was observed that no one had taken the time to hear the stories of those veterans who were ultimately unsuccessful in their chosen degree or training program. Other researchers have looked into success factors of active student-veterans as well as successful alumni. Additionally, there was also data regarding student-veterans who stopped, but eventually made it back to the classroom. It was here where the researcher saw the gap and wanted to give a voice to those who had yet to return--those who are MIE, Missing in Education. This research aimed to better understand the veterans' barriers to success, the veterans' perception of veterans' support programs, what veterans propose could have kept them enrolled, and how their decision to stop or end their program has affected them. This study utilized a semi-structured interview design to extract the subjective lived experiences of 10 veteran-participants. The researcher chose Schlossberg's Transition Theory (1981) as the theoretical framework for this study as he saw the topic of transitions to be most applicable for veterans returning to the classroom and civilian life in general. The findings of this study uncovered a myriad of obstacles faced by veterans when returning to the classroom. Veterans struggled for numerous personal reasons; including but not limited to, feeling out of place, family problems, addiction, and homelessness. Veterans also struggled due to feeling undersupported by the institution they were attending. There was an undertone of participants being misinformed regarding the specifics of their particular VA education benefit which supported many of their sentiments for needing a veteran-specific counselor/liaison. This also put into question the effectiveness of separations classes when exiting the military. The struggles these veterans faced in conjunction with feeling undersupported caused them to become MIE. The consequences of stopping/ending their degree or training left veterans feeling defeated, incompetent, and left behind. Feelings that surely compounded emotions about their time in the military. The voices of these veterans showed there is a need to re-examine certain elements of VA education benefits as well as the requirements placed on institutions that are eligible to receive VA education funds. This study uncovered the need for mandated veterans' counselors as well as academic tracking systems. Additionally, this study pointed to possible policy related to housing allowance and remedial courses to be reconsidered. [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.]