Abstract: The purpose of this interpretive phenomenological study was to examine student veterans’ descriptions and interpretation of the social support they received and its association with their academic success. The orientation of the study was practical action research. Most of the findings were consistent with the literature. Social support impacted every aspect of the participants’ educational experience and cascaded into fulfilling their sense of personal or professional calling. The participants indicated a need to be seen and heard as unique members of the campus community. As student veterans, they desired acceptance for their uniqueness, the perception that they belonged, and the ability to contribute to others’ success. Participants perceived a relationship between the university’s status as a military-friendly educational organization and the availability and quality of social support for student veterans in-the campus milieu.