The purpose of this study was to describe and explain Veteran students’ perspectives on academic success as they enter or reenter the university setting. Recent research applied to Veteran students has focused on social integration and to a lesser extent on academic integration and student success. For this qualitative study grounded in social constructivism, the primary method of data collection was the recording, transcription, and analysis of oral interviews with 11 Veteran students. The findings were aligned to the theoretical framework which was adapted from Tinto’s Conditions for Student Success (2012). The results contribute to the current body of scholarly literature that highlights positive attributes that Veteran students possess including leadership skills, maturity, and acquired skills related to global and cultural awareness, and motivation. Other findings include the effectiveness of having specific programming efforts for Veteran students. As for research implications for practice, the results of this study suggest that Veteran students are not necessarily familiar with support services offered. They prefer face-to-face program delivery and may need assistance with meeting University requirements such as providing immunization records, establishing in-state residency, providing sufficient documentation for receiving support services, and options if benefits eligibility run out prior to graduation. Results also reaffirm that colleges and universities need to continue to develop and improve conditions that are known to promote student success for Veteran students.