Postsecondary institutions currently face the largest influx of veteran students since World War II. As the number of veteran students who may experience learning problems caused by Post-Traumatic Stress Disorder and/or Traumatic Brain Injury continues to rise, the need for instructional strategies that address their needs increases. Educators may unwittingly expose these students to uncomfortable or distressing situations. Equipped with basic knowledge about the brain and memory, college faculty can provide instruction and assessment in ways that allow all students in the classroom to feel successful, including "wounded warriors." This article provides suggestions for research-supported strategies that postsecondary faculty can use to promote wider access for an increasingly diverse student population.