The purpose of this constructivist grounded theory study was to describe and illuminate the transition experiences of re-enrolling student veterans. This research question guided the study: What are the barriers and strategies for resolution that re-enrolling student veterans face in their pre- and post-service transition experiences? I conducted semi-structured, intensive interviews with seven re-enrolling student veterans attending a public four-year university located in the Midwest region of the US. The Theory of Transition Experiences of Re-enrolling Student Veterans took shape as a result of the grounded theory methods used. The theory comprises three tenets: experiential maturity (maturity that goes beyond a person's chronological age); a drive for something more (beyond what they have experienced thus far); and the ability to deal with internal conflict (created either by their desire for simultaneous anonymity and recognition on campus or by their past war selves and current civilian selves). The theory has implications for higher education administrators, for faculty and staff who work with the student veteran population, and for the student veterans themselves as they work through their significant transitions back to school. [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.]