Veterans college student's mental health has become an important topic in higher education. It has been well documented that veterans enter college and universities coping with Post-Traumatic Stress Disorder (PTSD). This study addressed the problem of retaining women veterans coping with PTSD while enrolled in two-year community colleges. The purpose of the qualitative study was to understand and document the 'essence' of female veterans' lived campus experiences coping with PTSD while navigating community colleges. In this investigation, the lead investigator followed the hermeneutic phenomenology qualitative research design to uncover the campus experiences of six veterans enrolled in southeastern community colleges in the United States. In all, four essential themes (PTSD does not defeat me, motivated to complete a degree despite dealing with PTSD, using educational benefits for veterans, and I know about veteran support on campus, but "I do not use it.") emerged from the data collected from participant interviews. Findings generated in this qualitative investigation suggested that a mere sense of self-efficacy can motivate veterans coping with PTSD to remain in school until they complete a college degree, no matter the circumstance. This study's results also implied that participants' campus experience had a lot to do with how they perceived the learning environment. Furthermore, the results found in this study suggested that self-efficacy helps students navigate in the learning community and build relationships with others. [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.]