A large percentage of women veteran students at a local 4-year university are transitioning from active duty to the role of adult learner on a college campus, and some have overcome barriers, such as inadequate childcare, lack of transportation, and financial aid issues and completed their educational goals. Unfortunately, some women veterans are not successful. The purpose of this study was to identify methods that self-identified women veteran students at the local study site use to successfully meet their educational goals. Adult transition and transformative learning theory are the conceptual frameworks for this study. A qualitative study collecting semistructured interview data was conducted, targeting 10 participants from a local site. Data were collected through the interview process and transcribed; major themes and categories were developed by exploring majority common responses to the interview questions. The study findings revealed several recurring themes: (a) facing challenges during transition from active duty, (b) believing in self-success, (c) having pride in serving one's country, (d) self-identifying as a veteran, (e) meeting the needs of women veterans, (f) adjusting as an adult learner, and (g) gaining access to services through Student Veterans of America. The project was a position paper that addressed why women veterans successfully transitioned to adult learner based on the research. The findings may sway social change by showing women veterans the support that is necessary for a successful transition and enable them to reap some of the the benefits of getting their degree, such as increased employment opportunities. [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.]