The population of military veterans in the United States is now greater than 23 million people, and the number of veterans attending college is increasing as a result of the passing of the Post-9/11 GI Bill. Very little research has examined the role of meaningful work in the experiences of student veterans who are transitioning from military service to civilian life and student life. The present study utilized a mixed-method design. Regression analyses examined the role that meaningful work and calling play in the levels of well-being reported by military veterans in college. This study also examined the role of social support in student veterans' well-being, and utilized qualitative research methods to gather data about student veterans' college experiences. Results indicated that calling, meaningful work and social support are significantly associated with the components of well-being. Social support was found to moderate the relationship between meaningful work and negative affect. Qualitative data revealed themes of frustration with college administrative procedures, positive regard for military service and its impact on college performance, and social relationships that are significantly impacted by veteran status.