This qualitative phenomenological study employs a phenomenological approach to investigate the lived experiences of veterans returning to higher education. It aims to explore and understand the experiences and difficulties faced by veterans as they reintegrate into college education. Thematic analysis is used to analyze qualitative data, identifying prevalent themes and patterns in the gathered information. The outcomes of this research have the potential to offer valuable insights that can be utilized in developing more comprehensive and efficient initiatives to enhance veterans' educational journeys and address their specific needs. Additionally, the study provides evidence-based recommendations for college departments and academic institutions to enhance their support and accommodations for veteran students, promoting their academic achievements and overall well-being. Schlossberg's Transitional Theory, supported by Cohen's Social Support Theory, serves as the theoretical framework for this study. Ten student veteran participants were interviewed via Zoom and in person, sharing their experiences in the military and how those experiences have influenced their college journey. Overall, participants expressed various barriers and challenges encountered in college, as well as different forms of support that enabled them to persevere through their programs. The research emphasizes the importance of increasing awareness about student veterans and the specific support services they may need in college. In addition, the findings suggest a need for more training for college faculty and staff on how to support veterans in higher education. The research aimed to discover effective strategies and support systems to enhance academic performance and well-being. The findings indicate that despite veterans' valuable skills, knowledge, and contributions to higher education institutions, they face multiple obstacles that hinder their learning and success. Colleges should prioritize establishing effective communication structures within their veteran centers to ensure prompt and necessary assistance for veteran students. Additionally, colleges should consider implementing a peer mentorship program to help new veteran students integrate into the academic community. [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.]