The purpose of this qualitative, phenomenological study was to examine the lived experiences of general education teachers working with high-risk children that participate in therapy dog support in classroom settings. Interviews were conducted with 8 general education teachers who worked with high-risk children within an educational setting where therapy dogs were used. The formulation of the research questions was based on the needs and learning outcomes of high-risk students. The theory of human-animal interaction was identified to fulfill the requirements of the research questions for representing the effects of human-animal interaction on children in a classroom setting. This study has shown that dog therapy can be beneficial to high-risk students and their stakeholders within the school classroom setting. The treatment of children suffering from traumatic events and adverse childhood experiences in a therapeutic setting is not always successful and can upset or aggravate their circumstances. Dog therapy proved successful in redirecting the emotions of these types of children and other students and creating a calming environment. High-risk students were inspired to achieve with better attitudes, less anxiety, improved behavior, and increased motivation levels, which resulted in them performing better in school. Other researchers can benefit from performing similar studies on adult, incapacitated, or disabled participants. The results and findings from such studies can further add to the base of knowledge already available on animal-assisted therapy and determine the relevance of utilizing these interventions in different clinical facilities, such as hospital rehabilitation, juvenile, and correctional facilities. [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.]