While there are numerous qualitative studies exploring civilian experiences in continuing professional education programs, there is a dearth of research on the professional military education (PME) system. These systems, which sustain continuing education and professional development for over two million active and reserve members of the military, are navigated in a myriad of different ways depending on the branch of service, active or reserve status, and ability to go to resident PME courses vice using an online format. This study, using a narrative inquiry framework explores the lived experience of seven reserve staff non–commissioned officers (SNCO) as they navigate the PME process. Through the process of narrative meaning–making, administrators and advocates of varying backgrounds are able to imagine how PME might be navigated in unique contexts and what it means to support those engaging in PME.
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