Animal Assisted Interventions (AAI) have been shown to positively affect students' academic abilities as well as their overall behaviour and social skills. In typically developing students, dog-assisted reading programmes have improved reading skills and attitudes towards reading in addition to general behaviour. AAI programmes for special education needs (SEN) students have demonstrated increases in positive behaviours (socialisation with peers, staying on-task) and decreases in negative behaviours (anxiety, aggression). This research investigates the intersection of a dog-assisted reading programme and SEN students. Prior interviews conducted with teachers at an elementary school that implemented a school-wide dog-assisted reading programme suggested that behavioural improvements were most notable in SEN students. The current study examined the effect of the dog-assisted reading programme on four students in an inclusive special education class. Behavioural data recorded daily by the classroom teacher was analysed to compare behaviour on days the dog was present relative to days the dog was absent. Single case analysis revealed significant behavioural improvement for one of the four students. Interviews with educational professionals provided qualitative support for all students in the programme and recommendations for future interventions and research with SEN students including improvements in programme structure, outcome identification, and measurement.