This mixed methods study explored the self-regulatory processes and how these practices influence academic achievement and career motivation among military student veterans at an urban community college in South Carolina. A quantitative analysis was conducted to explore the self-regulatory learning processes, self-efficacy, academic achievement, and career motivation of military student veterans. A qualitative analysis was conducted to further examine the perceptions of military student veterans regarding student resources, such as career development, career intervention resources, and academic advising. Both the quantitative and qualitative data were compared to identify themes. The results of this study revealed that military student veterans are self-regulated regarding their work and that military student veterans overall have high academic achievement, self-efficacy, and career motivation. Data also indicated the need for student resources and services to be tailored to the experiences, knowledge, skills, and abilities of 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.]