Student veterans represent one of the fastest growing undergraduate student populations in higher education, thanks largely to the expanded federal benefits provided by the Post-9/11 G.I. Bill. Understanding the transitional and academic experiences of student veterans is critical to creating military-friendly institutions. Existing research in student veteran studies often focuses more on general transitional issues and less on understanding their academic needs, experiences, or perceptions. Empirical studies examining the experiences of particular service subpopulations are notably absent from the field. This study provides a qualitative investigation of Marine student veterans' perceptions of and experiences in undergraduate education, concentrating especially on first-year composition courses and academic writing. This study also explores how the participants interpret their college experiences within the context of teaching, learning, and writing in the Marine Corps. Semi-structured interviews were conducted with twelve, formerly enlisted Marines enrolled in or recently graduated from various four-year institutions. Two participants were excluded after it was determined they no longer met inclusionary criteria. Participants represented a diversity of ages, geographic areas, educational institutions, degree programs, Military Occupational Specialties, ranks, and service lengths. Although previous combat exposure was not mandatory, all participants served in combat zones during their enlistments. Interviews were transcribed and recurring themes were identified using phenomenological reduction and cross-case analyses. To establish internal validity, verbal responses were compared those of a written prompt. To promote trustworthiness, prolonged engagement, peer debriefing, and member checking strategies were applied as were strategies to improve transferability, dependability, and confirmability of findings. Individual profiles and emergent themes are presented as findings. Data analyses revealed four domains characterizing the Marine student veterans' experiences: recognizing difference, reverence for the military (or the Corps), relationships with and perceptions of others, and adapting and (in the process of) overcoming. Key findings suggest the adjustment issues faced by Marine student veterans in college mimic cultural readjustment responses that occur during repatriation. The data suggest that student veterans benefit from faculty who clearly communicate writing expectations and make coursework relevant beyond the classroom. Recommendations for faculty, writing program administrators, and transitioning student veterans as well as directions for future research are provided. [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.]