School principals are uniquely positioned to bring innovative programs to K-12 schools. Therapy dog programs are one such program that has received much attention from educational communities nationwide. The problem is that while several studies can be found proposing the benefits of therapy dog programs in school settings, there needs to be more data on the experiences of K-12 principals while implementing therapy dog programs. The purpose of this qualitative study was to inquire about the experiences of public and non-public K-12 principals while implementing therapy dog programs in the school setting. This study was guided by John Bowlby's attachment theory and Abraham Maslow's hierarchy of needs, providing a framework for understanding the positive benefits of incorporating therapy dog programs in the school setting. A generic qualitative study was used to elicit information from six school principals who had experience with therapy dog programs during their tenure. Efforts to obtain more participants were unsuccessful; however, this did not preclude moving forward with this study, as the data received from the participants provided valuable information not found in the current literature. Six principals participated in individual semi-structured interviews, providing answers to a set of questions developed to address the research question: What are the experiences of K-12 principals while implementing therapy dog programs? Individual semi-structured interviews were conducted either in person or via Zoom. The data was manually transcribed, coded, and analyzed using an inductive thematic analysis. The findings revealed that principals had very positive experiences and recognized the positive effects of having a therapy dog program on students, faculty, and the overall school climate. Additionally, findings suggested that principals may embrace therapy dog programs given they receive stakeholder support and are willing and prepared to undertake the responsibility that can be expected. Future researchers are encouraged to replicate this study, obtaining a larger sample size that may also include the experiences of assistant principals and superintendents in their inquiry to continue the much-needed research with this relatively new program initiative. [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.]