In recent years, veterans have enrolled at higher education institutions in vastly increasingly numbers to utilize their Post-9/11 GI Bill benefits. In response to this influx, universities have established a variety of resources and support systems designed to serve the needs of student veterans. There has also been heightened attention toward veterans returning from service with mental illnesses such as post-traumatic stress disorder (PTSD) and mild traumatic brain injury. Media outlets and politicians have reported that veterans are not receiving the treatment they need in order to transition successfully to civilian life. Quite apart from misconceptions regarding veterans and mental illness, many student veterans struggle to earn a degree because of the rigid structure of higher education and inflexible curricula. The current mixed methods study examines whether college administrators have reported changes in student veterans' psychological characteristics since the Post 9/11 GI Bill's full implementation in 2009. With more veterans utilizing their Post-9/11 GI benefits to pursue higher education and with institutions developing departments and staff to serve student veterans, the authors also seek to examine whether there are noticeable changes in student veterans' behaviors. The research found that higher education administrators do not report more challenges in working with student veterans today than they did in previous years. Participants also discussed the importance of providing support systems for student veterans and identified specific challenges that accompany the transition from the military to college life. Further research is proposed to understand the impact of veterans' offices on student veterans.