An influx of veterans is returning to the classroom; as many as a third are returning as wounded warriors with disabilities, such as Post-Traumatic Stress Disorder and Traumatic Brain Injury which affect classroom success. Research indicates that although many colleges and universities strive to support veterans by assisting with the GI Bill and providing outreach programs, few institutions provide programs that teach instructors how to serve veterans within the classroom. The purpose of this phenomenological research study was to investigate how North Carolina educational institutions meet the needs of student veterans in the classroom. This study, guided by Maslow's hierarchy of needs theory, and differentiated instructional theory, focused on the number of veterans served by the institutions, what programs institutions offer to serve veterans, and whether they offered training on how to help wounded warriors succeed in the classroom. Thirty-seven colleges and universities in the Fort Bragg area were contacted through letters and telephone calls; 11 chose to participate. Open-ended survey data were collected and analyzed using the thematic approach. Results indicated that, although local institutions provide programs, such as financial aid, few offer professional development programs that provide information on challenges faced by wounded warriors in the classroom and how those challenges can be addressed. A professional development workshop was created to inform instructors about the needs of veterans and how to address those needs in the classroom, which has the potential for positive social change because it may increase graduation rates for veterans and decrease veterans' unemployment rates. [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.]