The 1946 GI Bill is widely credited with having created the modern U.S. higher education system, and the Post-9/11 GI Bill led to an expansion of services available to veterans at U.S. colleges and universities and the nonprofit veterans services industry. Despite this, veterans struggle to adapt to civilian society and report a lower sense of belonging on college campuses. At the University of Southern California's Marshall School of Business, the Master of Business for Veterans (MBV) program offers a potential solution to this issue. Through a series of interviews with key members of the program team, this study sought to understand their interpretation of the intentionality of the MBV's staff, faculty, and key volunteers in facilitating the self-efficacy necessary for veterans to undertake this transition. Two theoretical models were leveraged to form the theoretical and conceptual framework of this study: Bandura's (1986) social cognitive theory, specifically the principle of self-efficacy, and Schlossberg's (1981, 1984) transition theory, specifically the 4-S model. Interviewees responded to questions relating to the structure, design, and practices of the MBV program across a variety of areas to understand the intentionality of the key actors in facilitating military to civilian transition for student veterans. [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.]