As troops return to the United States from conflicts in Iraq and Afghanistan, many student veterans are expected to utilize their education benefits and enroll in higher education. A key element in their success in college will be the quality of academic advising they receive. Student veterans are much more likely than traditional students to drop out of higher education. Yet little if any research has explored how academic advisors advise student veterans or how they might improve student veterans' college experience and academic success. The study presented in this article utilized a mixed-methods research design to explore the challenges of advising student veterans. The goal of the study was to determine how academic advisors can help student veterans adjust successfully to higher education. Fifty-one student veterans participated in the quantitative portion of the study; five of the 51 also participated in the qualitative portion of the study. Four themes emerged from the data analysis: recognition, knowledge, research, and education and integration. Overall, the study found that academic advisors have little understanding of either their student veteran advisees or their military experience; as a result, they often rely on stereotypes of student veterans that can negatively affect the way in which they advise student veterans. This lack of understanding may reinforce the isolation many student veterans experience in relation to peers and faculty members. It is therefore particularly important for academic advisors to educate themselves about military culture so they can more effectively "connect" with student veterans. By promoting and facilitating learning about military culture for all of their constituents, higher education institutions can decrease the isolation experienced by many student veterans and help them integrate more effectively into the campus community.