Abstract: This dissertation study uses Schlossberg's Transition Theory to understand the experiences of student veterans enrolled at a Louisiana higher education institution. By recognizing the distinct needs of student veterans and the services offered, higher education administrators can play a pivotal role in informing them of their needs and creating a supportive environment for these individuals to succeed in their academic pursuits. This study aimed to clarify the path, direction, and transition experiences of student veterans in higher education. The overarching question for this study was: How can Schlossberg’s Transition Theory be used to assist student veterans in Louisiana’s higher education institutions? The conceptual framework consists of three transition phases: moving in, moving through, or moving out of the transition theory framework. Additionally, the theory identified four key factors - situation, self, strategy, and support - that play a crucial role in helping student veterans transition successfully from one phase to the next phase. Schlossberg's Transition Theory was also applied to help provide reliable data to guide future researchers and underscore the role of higher education administrators in supporting veterans and addressing their challenges.