The purpose of this study was to examine the impact of cognitive and non-cognitive factors on the academic achievement of female veteran students in a four-year university. Specifically, this research was interested in the influence of High School Grade Point Average (GPA), standardized test scores: Scholastic Assessment Test (SAT) and American College Test (ACT), military branch, age, ethnicity, marital status, dependent status and institutional support on the academic achievement of female veteran students enrolled between fall 2012 and fall 2019 in a four-year institution of higher education. The intent is to enable colleges and universities to be better prepared to support the success of this emerging population by providing a clearer understanding of their needs and experiences. A correlational research design was the appropriate research design used for this research because correlational research involves collecting data to determine whether, and to what degree, a relationship exists between two or more quantifiable variables (Gay, Mills, & Airasian, 2012). The researcher developed and administered The Tchinda Veteran Support Survey to 732 female veteran students who enrolled in a four-year institution in a metropolitan city in a state located in the southern region of the United States between 2012 and 2019. The Tchinda Veteran Support Survey was found to have excellent content validity. A split-half coefficient of 0.951 for the test as a whole was computed on this investigative instrument. The Binomial Logistic Regression was used to analyze the data. Among the conclusions of this study were cognitive (High school GPA, Standardized test scores SAT/ACT) and non-cognitive (military branch, age, ethnicity, marital status, dependent status and institutional support) factors should be used to predict those female veteran students who would graduate or not graduate from college. Also, even though High school GPA was not significant, ACT scores showed a tendency toward significance, those female veteran students who had higher ACT scores averages were more likely to graduate from college. [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/en-US/products/dissertations/individuals.shtml.]