Abstract:The purpose of this qualitative descriptive study was to explore how veterans describe the experience of transferability and second-career preparedness in making the transition from active-duty to the teaching profession in the Southeast. It was not known how veterans describe the experience of transferability and second-career preparedness in making the transition from active-duty to the teaching profession. The theoretical foundation was based on the Bridges’ Transition Model. The data analysis used was Braun and Clarke’s six phase thematic analysis. Sixteen active-duty veteran teachers discussed their experiences as they made the transition from the military to teaching. All participants described the experience of transferability and second-career preparedness in making the transition from active-duty to the teaching profession. These narratives highlighted ways the military can enhance transition assistance programs and, with the support of school districts, better support veterans’ successful transition into the teaching profession. Researchers interested in the need for successful transition from the military to the teaching profession can undertake an empirical study to determine (a) how well veteran’s skills transferred into the classroom and (b) how well veterans were prepared for a second-career in teaching.