Student veteran achievement in community college has received increased attention this past decade with the surge in enrollment by returning military personnel and retired veterans. Similar to previous eras, today's student veterans seek post-war educational opportunities at postsecondary institutions. Yet unlike previous student veteran enrollment surges, colleges and universities currently lack adequate understanding of student veterans and how to effectively enable their success. This study adapted De La Garza's (2015) Conceptual Model of Student Veteran Achievement into three separate path models with latent constructs. The intrinsic interest, college GPA, and credits earned models were each geared for predicting student veteran success and were analyzed using factor analysis and a series of multiple regression analyses. Additionally, two new factor constructs related to student veteran sense of belonging were added to each of the models in support of previous research citing the benefits of sense of belonging on postsecondary achievement. The Community College Survey of Men (CCSM) provided a student veteran dataset of 481 respondents and the study also employed a subset of 250 student veterans of color respondents from the same dataset for analysis across the three models.The findings indicated that using the intrinsic interest and college GPA models in tandem, provided a comprehensive analysis versus employing a cognitive or noncognitive model alone. The dual-model approach significantly predicted student veteran and student veterans of color achievement while the credits earned model provided weak predictions. Sense of belonging was critical in predicting student veteran achievement and further reversed or dampened negative effects influencing the ultimate endogenous variable in each of the three models. Compared to the student veteran achievement models, the student veterans of color models were significantly affected by stressful events and also less impacted by noncognitive variables than the traditional cognitive measures of postsecondary success. Future research using the intrinsic interest and college GPA models will help define programs and policies for other student veteran subgroups including student veteran women, student veterans with disabilities or impairments, and specific student veteran military branches or duty statuses. Current programs and policies should leverage and encourage sense of belonging and strive to increase veteran representation among postsecondary faculty and administrators. Dedicated support of Student Veterans Associations and likeminded organizations are considered vehicles for increasing and enhancing student veteran sense of belonging. [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.]