In this study, the impact and effects of working with therapy dogs in the classroom were explored. Animal Assisted Therapy (AAT) is defined as the incorporation of trained therapy animals into therapeutic interventions (Mims et al., 2016). AAT has been researched over many years and indicates that therapy dogs may offer physiological, emotional, social, and physical support for children (Friesen, 2010). The literature review focuses on the history of therapy dogs, how therapy dogs are currently implemented around the world, the types of programs that exist, and the overall benefits of working with therapy dogs in a classroom setting. The main research questions were: How do children describe the effects of working with therapy dogs in the classroom?; What stressors provoke anxiety in the classroom?; What do students describe as the benefits of therapy dogs in the classroom?; and How are therapy dog programs being implemented in schools? The research was conducted through a case study, which was completed at an elementary school, focusing on a special education teacher who is licensed as a therapy dog handler. The data was collected through a structured interview and completed observations. While therapy dogs are implemented in clinical settings due to their great benefit, it is known that therapy dogs are less prevalent in a school setting. Many factors such as costs, allergies, and lack of resources are the reason for this, but, the benefits of therapy dogs outweigh these limitations. Several benefits of therapy dogs were found in this research. These benefits include: an increase in motivation, a decrease in stress, an increase in student self-esteem, positive relationships between students and their teachers, positivity within the staff work environment, and an overall strong school community. The findings of this study suggest that the effects of working with therapy dogs positively impact a student’s educational journey and lead them to a road of success.