The purpose of this study was to describe the essence of the acculturation experiences of post-9/11 student veterans as they navigated within the dominant higher education culture of civilian postsecondary educational institutions (PEIs). Specifically, this study aimed to conceptualize the acculturation experiences of post-9/11 student veterans by simultaneously identifying the components of their military cultural identity that they decided to maintain or abandon in PEI settings as well as which components of the dominant higher education culture that they decided to adopt or reject. This study answered the following research questions: Q1 What are the acculturation experiences of post-9/11 student veterans as they navigate within the dominant higher education culture of civilian postsecondary educational institutions? Q1a Which, if any, aspects of their military cultural identities do post-9/11 student veterans choose to maintain or abandon during their acculturation processes within the dominant higher education culture of civilian postsecondary educational institutions? Q1b Which, if any, aspects of the dominant higher education culture do post-9/11 student veterans choose to adopt or reject during their acculturation processes within civilian postsecondary educational institutions? Individual virtual interviews were conducted with 11 post-9/11 student veteran participants to better understand their PEI acculturation experiences. Findings revealed PEI acculturation stress related to a loss of stability, loss of identity, and the navigation of new higher educational cultural norms. The predominant acculturation strategy used by these participants was separation as stabilization, followed by marginalization and integration. Military cultural values tended to be retained subconsciously until they conflicted with higher educational cultural values. Military values that were perceived as inhibitive to educational goals were abandoned, while few higher education values were adopted due to their perceived limited broader utility. This study affirmed the appropriateness of conceptualizing student veteran experiences through an acculturation framework and contrasted with assumptions of reintegration difficulties stemming solely from military identity. Findings also suggest a reconceptualization is needed regarding how university communities understand this minority population's distinct cultural transition into the higher education culture of PEIs. [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.]