Despite widespread interest in the reintegration of Post-9/11 military veterans into civilian life, the literacies of Post-9/11 veterans, both academic and professional, remain largely untheorized. This paper addresses this dearth of information by examining the induction processes and resulting workplace literacies of soldiers, airmen/women, sailors, and Marines. Examining two recent war memoirs, one by an enlisted soldier and another by an officer, we examine uses of language, particularly in terms of the way military values are inscribed during the period of induction yet also are subject to interaction with the service member's history and scripts prior to military service. We posit "residence time" as a theoretical approach for understanding veterans' transition challenges. We hope that this model may be useful to higher education, civilian sector employers, and veterans themselves as the US draws down from the Post-9/11 wars and service members transition back into civilian sectors of society.