The passage of the Post-9/11 Veteran's Education Assistance Act of 2008 has proven that the student veteran population will continue to expand in higher education institutions. Student veterans are 10 times less likely to complete a degree than non-student veterans (Kirchner, 2015). Post-traumatic stress disorder (PTSD) may impact student veterans in their transition into higher education. These students may experience limited coping capabilities, social isolation, and difficulty connecting to others without mental health treatment. The purpose of this qualitative, phenomenological study was to investigate the perceptions of student veterans diagnosed with PTSD experience as college students through the lenses of resourcefulness and perceived self-efficacy as they make the transition from the military. A total of 10 participants from various postsecondary institutions were interviewed. The findings were examined through the lenses of Bandura's (1977) self-efficacy theory as well as Rosenbaum's (1990) theory of resourcefulness with specific emphasis on student resourcefulness behaviors and intentions (Carr, 1999). The research analyzed the interview narratives and identified themes and subthemes that arose within the unique student population. The researcher hypothesizes that students diagnosed with PTSD will experience challenges in the academic role that will impact their levels of self-efficacy and resourcefulness. [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.]