Veterans in the United States generally favor community colleges as an option. Although community colleges serve the most significant number of veterans, there is little research on the transitional experiences of female veterans (Wheeler, 2012). This narrative study utilized semi-structured interviews to discover and shed light on three women's transition from the military to a community college. Adult Transition Theory served as the theoretical framework using the 4S's model that focused on the self, situation, supports, and strategies to examine how those factors influenced their transitions. Three superordinate and nine subordinate themes emerged after the analysis of the transcripts. The subsequent findings were that 1) Military culture influences female veterans' transition., 2) female veterans had difficulty transitioning from the military to community college., and 3) female student veterans need explicit support throughout their transitions. Several implications for practice were suggested. Providing faculty and staff with training on military culture is advised for community colleges. Institutions should develop orientation programs specifically for student veterans to learn more about their GI educational benefits, scholarships, and other available services. In addition to offering mental health counseling, colleges should make practical accommodations for veteran students. [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.]