Institutions of higher education are experiencing the largest influx of enrolled veterans since WWII, and these student-veterans are transforming post-secondary classroom dynamics. While many campus divisions, such as admissions and student services, are actively moving to accommodate the rise in this demographic, little research about the population’s educational needs is available, and academic department have been slow to adjust. In Generation Vet, fifteen chapters offer curricular and programmatic response to student veterans for English and writing studies departments. These chapters suggest that in work with veterans in writing-intensive courses and in community contexts, questions of citizenship, disability, activism, community-campus relationships, and retention come to the fore. It becomes clear that with this veteran influx, college classrooms offer renewed sites of significant cultural exchange as veterans bring military values, rhetorical traditions, and communication styles to classrooms, often challenging the values, beliefs, and assumptions of traditional college students and faculty. This praxis-oriented text addresses a wide range of issues concerning veterans, pedagogy, rhetoric, and academic program administration. Written by diverse scholar-teachers and in diverse genres, the essays in this collection promise to enhance our understanding of student-veterans, composition pedagogy, college classrooms, and the post-9/11 university.