With the Post-9/11 GI Bill available to them, thousands of women-veterans are enrolling in community colleges to obtain an education and fine-tune job skills needed for success after their active duty military service. This qualitative study investigated the transition experiences of 19 women student-veterans who enrolled in the community college after completing their military active duty service. Individual, semi-structured interviews were conducted with participants attending two suburban Southern California community colleges. Using a constructivist, grounded theory methodology, a model was created consisting of four related themes showing how women veterans are managing their transition to community college students. The themes include: (a) finding her way; (b) a gendered military experience; (c) preparing for change; and (d) relying on support. The data showed that women student-veterans are focused and more mature because of their gendered military experience. They have difficulty fitting in with the student population, including with their male student-veteran peers, preferring to selectively and discriminately identify as veterans. Very self-sufficient and staunchly independent, women student-veterans sought academic and program help exclusively from college faculty and staff. The findings of this study can inform the support efforts of community college faculty, staff, and administrators. Recommendations are offered including: establishing a college orientation for new faculty and staff; providing sensitivity training for faculty, staff, administrators, and students; developing women student-veteran workshops; and implementing a community partners engagement program in support of women veterans. Additionally, recommendations for future research on women student-veterans are proposed.