In education, therapy dogs are used in a variety of manners, such as, but not limited to, reading assistance programs, stress reduction visits, or welcome ambassadors after community trauma. This study was designed to explore multiple perspectives about the reasons for and interactions with therapy dogs in educational settings. The research questions were: (a) How are therapy dog programs or visits operationalized in educational settings? (b) What are the experiences of students and educators who engage in therapy dog programs or visits? The participants included representatives from nationally-recognized therapy dog programs, therapy dog handlers, site coordinators, and students. The qualitative, multi-case study design compared the perspectives of how and why therapy dogs are employed in educational settings, and what the participants described as their sense of interaction with therapy dogs. The findings suggested that therapy dog programs or visits contributed to positive academic and social or emotional needs of students. [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.]