Student veterans transition from military to college learning environments, which may require them to cope with the changes they come across, whether those changes are in themselves or in their environment. The problem addressed by this study was how student veterans experience and cope with the transition from military education to civilian education, and what population-specific factors might complicate their transition (such as injuries or mental health issues). The purpose of this qualitative phenomenological research was to add to current knowledge of how Transition Theory applies to student veterans in the impact of transitions on their learning ability and academic success. Transition Theory is a model that examines internal and external factors to examine how people perceive themselves and their environment as they cope with a significant event or non-event in their life. Participants were 10 adult former military personnel currently attending two-year colleges. Data was collected through in-person semi-structured interviews, investigating their perceptions of variations between the military and college learning environments, whether these variations had any impact on them, what other factors might apply given their specific population (such as injuries or mental health issues), and how they coped with the variations in each environment. Their responses were cataloged into themes such as "environmental structure", which includes teaching methods and environmental changes, "culture", which deals with social differences, and "personal attributes", which includes differences in attitude or perspective of the students. These themes showed that the participants perceived differences and similarities in each environment that impacted their behavior, learning ability, and social interactions and that they cope with these changes in different ways, but mostly through the support of others. Results suggest that transitions have a potential impact on academic success, but more research is needed to gain more detailed information. It is recommended that future studies focus on quantitative statistical evidence to support these conclusions and sample different populations over time. It is also recommended that school administration begin to take the academic impact of transitions into account when creating interventions and programs to support student veterans. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]