In contemporary education, multifaceted interventions are needed to engage students in the academic setting and therapy dogs are an approach to reach students' mental, physical, social, or emotional health needs. Moreover, therapy dogs have a direct correlation to student success and motivation. The implementation of therapy dogs on students impacts the successful outcomes for all due to the positive characteristics they possess, such as, but not limited to: their calming effect, love for all people, willingness to seek out and engage with individuals in need, and etc. (Alliance of Therapy Dogs, 2017a; Alliance of Therapy Dogs, 2017b; Mulvahill, 2019). Therapy dogs are a creative way to address issues a student may be having internally or externally that are impeding their ability to succeed in an inclusive of educational success. Research exists on the uses and benefits of therapy dogs, but this study fills in a research gap on the specific perception of the teachers when therapy dogs are implements in an elementary classroom. This study added to the knowledge about a specific gap in research about teachers' perceptions of the dogs in the classroom regarding students and the learning environment. When students are internally and externally well, research shows that they become better students, and therapy dogs assist students with mental, physical and emotional health, allowing them to reach socialization and academic goals in the classroom. The idea of therapy dogs within a school setting is a relatively new concept; therefore, the need for continual research showing the effects between student academic, behavioral, and mental impact using therapy dogs is needed. The quantitative data was collected via a Likert-scaled survey and the qualitative data via semi-structured interviews. The quantitative and qualitative data both showed they believed therapy dogs had a positive impact on the learning environment, behavior, and well-being of the students and classrooms when they were present. Both sets of data presented results that directly correlated with positive perceptions in regard to an increase in morale and work completion. They also showed teachers perceive student disruptions, discipline referrals, anxiety, stress, and self-isolating to decrease when therapy dogs are embedded in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]