Veterans may seek a second job after retirement or separation from military service. Some choose to seek employment in the field of education and earn the appropriate credentials to do so. If so, they bring motivation, leadership skills, and emotional intelligence (EI) to the classroom. While EI might be a complement to education, it is essential in the military, and veterans continue to use these attributes as they pursue employment in areas of education. The extra steps that former military service personnel must take to transition from the battlefield to the classroom, their immersive experience in the real world, and the critical importance of EI in the military have the potential to produce a successful instructor. This study was focused on what contributes to the success of instructors in the classroom who experience job satisfaction in their new careers. Predictor variables assessed in this study were biological sex, number of years teaching in the classroom, military experience, and level of EI. A stepwise linear regression analysis was used to calculate the contribution of these predictor variables on job satisfaction. Participants were higher education instructors in the United States who had been teaching for at least two years. The 124 participants completed surveys that included demographic information, the Schutte Self Report Emotional Intelligence Test, and the Job Satisfaction Survey. EI was the most important predictor variable for job satisfaction. These findings may be employed to help college and university personnel who hire or train instructors so that the veteran employees are satisfied in their positions and form positive social change through relationships with their 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.]