<p> African American Women Wounded Warriors&rsquo; Lived Experiences of Self-Directed Learning: Success Through the Veterans Administration Vocational Rehabilitation and Employment Program This study explored the self-directed learning lived experiences of African American women wounded warriors in their successful journeys through the Veterans Administration Vocational Rehabilitation and Employment Program. Garrison&rsquo;s (1997) self-directed learning served as the conceptual model to study the learning dimensions. Collins&rsquo; (2009) Black feminist epistemology served as the lens. Study data were collected by asking three African American female disabled veterans to discuss their lived experiences of motivation, self-management, and self-monitoring employed to obtain self-directed learning goals. Three 90-minute interviews were conducted with each participant to garner descriptive data about the participant&rsquo;s life history, details of the lived experience, and the meaning of the lived experience. </p><p> The study found that participants&rsquo; engagement with others stimulated their intrinsic motivation and encouraged their decisions to enter a self-directed learning program. The findings support the importance of participants&rsquo; utilizing personal accountability methods to self-manage the completion of self-directed learning plan objectives. The findings noted that the participants&rsquo; self-monitoring of information resulted in commonalities and differences regarding the acceptance of lived experiences espoused by others to validate knowledge.</p>