Veterans and service members enter higher education institutions with a unique set of challenges and opportunities. After World War II, institutions struggled to find a way to help these students, and as classrooms swelled, policies and services had to be created to assist in their transition. Over time, best practices immerged to help aid this non-traditional group transition from military service into higher education. This research started with an extensive literature review including a history of when veterans and service members began to enter higher education. Through this literature review best practices were identified and an online survey was created. This survey was sent out to student affairs administrators at higher education institutions to obtain their perceptions on the best practices being used to help with the transition process. The survey focused on three specific questions: Are these best practices being used? Are the best practices effective? What are the barriers when trying to implement and maintain these best practices? The results did find that the best practices consistently used are those that are required by federal law (ex. Financial Aid and Americans with Disabilities Act). Additionally, faculty and staff training were also regularly used. The effectiveness of each of the best practices also tended to follow those required by federal law. Barriers were also considered. Time constraints and funding were perceived by these administrators to be moderate barriers. [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.]