This mixed methods case study examined the intervention strategy of a veteran transfer success course (TS 250) offered at West University. The study examined the TS 250 course and how it contributes to student success by creating a sense of belonging and easing the transition from service to university. The mixed methods study utilized student success measures for quantitative data and interviews for qualitative data. For the quantitative phase, the course was examined through student success measures of cumulative first-year GPA, 1st- to 2nd- year retention, and 2-year and 4-year graduation rates. For qualitative data, the TS 250 course was examined through interviews with students who completed the course and interviews with faculty-staff supporting veterans. Interview questions were developed from the sense of belonging and transition theory theoretical framework and the review of the course syllabus. The analysis included a quantitative phase, a qualitative phase, and the integration of the phases to answer the research questions. Quantitative results indicated that students who completed the TS 250 course had a higher 1st- to 2nd- year retention rate and higher 2-year and 4-year graduation rates than those veterans who did not take the course. The study also examined cumulative first-year GPA, but the results were insignificant. Qualitative results indicated that the course aided in creating a sense of belonging and ease of transition for veteran transfer students. In many ways, the faculty and staff interviews confirmed several of the findings from the interviews with students. Both students, faculty, and staff interviewees provided potential improvements for the TS 250 course and additional veteran support services. Finally, the mixed analysis of the study aligned the quantitative and qualitative to confirm the class contributes to veteran transfer students' sense of belonging and ease of transition, which may contribute to their persistence, retention, and success. The study concludes with limitations, future research, and recommendations. [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.]