The landscape of higher education necessitates that strategies be in place to meet the needs of an ever changing student population. Since 2009, the Post-9/11 GI Bill has spurred an increased enrollment of student veterans that is forecasted to rise. Students who are veterans have unique experiences related to their service, age, and work-life responsibilities that often serve as barriers on college campuses. Additionally, a moderate number of veterans pursue an academic program while contending with a disability and are subsequently unaware of assistive resources available to them. This practice brief describes the target audience, theory, instructional, and implementation processes of a veterans transition course with the intention that readers can adapt similar strategies appropriate to their own institutional needs.