This research investigated the effectiveness of the United States military's Transition Assistance Program (TAP) in assisting veterans with their transition from active duty to higher education. Service-members are being discharged from the military at an extremely high rate per year rather than retiring from military service, and many of these discharged veterans are choosing to enroll in college. Barriers hinder the discharged veteran from completing college at a rate that is equivalent to the non-veteran student. However, faced with unique factors related to difficulties readjusting to civilian life, veteran students are less likely to complete college at a rate equivalent to their non-veteran counterparts. The sooner the veteran is introduced to the academic environment, their new roles, and responsibilities, the better transition they may be able to make into higher education. This study utilized a convergent parallel mixed methods approach to merge quantitative and qualitative data in order to provide a comprehensive analysis of a research problem (Creswell & Plano Clark, 2007). The researcher surveyed 79 veterans and interviewed six participants from six of the seven campuses within City Colleges of Chicago's district. This mixed-method inquiry research analyzed the post-military effect of the TAP as veterans were in the "moving in," "moving through," and "moving out" stages of adult transition during their higher education experience (Schlossberg, 1981; Diamond, 2012). Findings reported that veterans perceived TAP as somewhat below average and ineffective in preparing them for the transition into higher education and that several changes need to be made to the program. Findings also reported that TAP played no role, or had no influence in assisting veterans with identifying and understanding any changes to their roles, relationships, and identities in civilian life. Recommendations for further research concluded that the Department of Defense should increase the amount of time that TAP is delivered, that college administrators should implement a cohort-style model for their veteran students, and that veterans are introduced to college life and culture prior to departing from the military. [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.]