The purpose of this qualitative descriptive study was to explore how female veterans who have successfully graduated from a higher education institution describe the challenges encountered and the factors which helped them complete their college degrees across the United States. For this study, the theoretical framework was Schlossberg's adult transition theory and Kegan's cognitive developmental theory. These two theories provided the foundation for this study to understand how female veterans overcame the challenges they encountered and the factors which helped them successfully achieve their college degrees. The two research questions that guided the study were: How do female veterans describe the challenges encountered to complete their degrees? And how do female veterans describe the factors which helped them complete their college degrees? The sample for this study was self-identified female veterans, honorably discharged from the U.S. armed services, had completed their college degrees using their GI Bill, and currently live in the United States. This study used a qualitative methodology and a descriptive design and presented an in-depth description of the challenges encountered and the factors which helped female veterans successfully complete their college degrees. Data collection was comprised of an online questionnaire and semi-structured one-on-one interviews. Thematic analysis was included in data analysis with the use of codes based on the theoretical framework. Results demonstrated that strong supportive services, relationships, self-awareness, and strategies were most beneficial to the female 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.]