Much research about the transition experiences of military combat veterans returning to civilian life and college emphasizes the role of identity development and post-secondary institutional support for veteran students during their time of transition. Contemporary discourse tends to frame return experience through the lens of post-traumatic stress disorder. This study uses phenomenological methodology to inquire into the lived experiences of four student veterans attending the rural campus of a Midwestern community college. The focus of the study is to evaluate military-learned habits in light of present transitional circumstances. Analysis of the educational stories rendered from the veterans' sharing of their experiences, from the time they joined the military, through their combat deployments and subsequent return home to civilian life and college, reveals findings that suggest that the veteran students are still carrying with them upon their return habits learned from their time in the military and during deployment. Through analysis, a novel understanding of transition emerges, one that brings into relief the human struggle to grow and find meaning during times of transition. The crucial role of past educative experience and re-learning is examined. The dissertation concludes with recommendations for practice within the walls of community college and beyond. [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.]