Veterans have often considered pursuing higher education; however, exposure to a battlefield increases trauma level and impairs one's ability to reintegrate into the community. Veterans have experienced physical and psychological struggles that occur in the classroom setting. Due to these issues and challenges, faculty members who have student veterans must possess the necessary skills to become effective educators to this unique group of learners. Before this study, faculty training programs that were intended to help veterans' successful integration in schools had not been extensively researched or evaluated, as demonstrated in the review of the literature. There was and still is a need to explore the current issues that faculty members face, regarding their effectiveness and preparedness in handling student veterans in class. The purpose of this single case study of 11 participants was to explore the perceptions of faculty members regarding training programs intended to accommodate the academic needs of veterans and their preparedness in the classroom. With the help of the computer software, NVivo11 by QSR, two major themes, four minor themes, and 16 subthemes were generated from the interviews. The majority of the faculty members believed there was a need to expand the teachers' or instructors' knowledge and skills through training programs. This study advanced knowledge in the field by expanding the focus of the relevant literature from transition programs utilized to help veterans to include the specific roles of influential actors in this transition, including faculty members. There was a need for training on learning additional skills to teach veterans effectively.