The purpose of this study was to identify the ways in which veterans with disabilities navigate the process of transition from their lives as members of the military community to participants in the community college. This study analyzed the subset of veterans with disabilities in a community college to identify the support structures and services that can help this population to navigate their academic experiences effectively. A qualitative, community-based participatory research design was used to provide a holistic account of the military to community college transition experience for student veterans with disabilities who participated in the Iraq and Afghanistan Wars. Three major themes emerged from the data. The themes include: (a) the personal journey into new roles and identities; (b) building communities and overcoming adversities; and (c) the reflective veteran. This study provides community colleges with insights that may enable them to improve their services for this camouflaged population.