The purpose of this study is to assess how the use of therapy dogs affect elementary students' anxiety levels and attendance. This study adds to the existing research base on the impacts of therapy dogs and the association between anxiety and attendance. Specifically, children who have frequent absences often have challenges in multiple areas, as school plays a pivotal role in children's academic, emotional and social development. The use of canine therapy is becoming more common, as several studies indicate some promising positive associations, including improved reading skills, social skills and emotional advancements. The present study will add to the existing literature base by addressing the following questions: Does canine therapy play a role in reducing the anxiety levels and increasing attendance rates of elementary age students? It is hypothesized that anxiety levels will decrease as a result of canine therapy, as measured by the Spence Children's Anxiety Scale (SCAS), while school attendance levels will increase. Participants include 13 5th grade students (N = 13 students, 7 in the experimental group, 6 in the control group). Participants were randomly assigned to be in the control group or the experimental group. This study utilizes a quantitative approach, with pre- and post assessments measuring levels of anxiety and attendance patterns within each group. The current study found a significant reduction in anxiety in the experimental group. Specifically, the overall mean Anxiety score decreased from 35.43 pre intervention to 19.71 post intervention. The paired sample t-test revealed a statistically significant reduction in scores, as indicated by the p-value of 0.015. However, absenteeism did not change significantly. The implications of these findings expand the literature on the effects of animal assisted interventions and the use of therapy dogs in educational settings. Moreover, the current study provides additional information and direction for subsequent research, specifically on the social-emotional impact therapy dogs may have with children in educational settings. [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.]