In this multiple case study, the researchers examined the impact of a short-term canine-assisted literacy program on reading engagement and literacy growth for seven second-grade students. Current research findings on canine-assisted literacy programs are promising. Reading to a dog is perceived as an enjoyable and motivating experience for young readers and contributes to improved reading skills. To recruit participants, the researchers asked every second-grade teacher to identify one student who was struggling as a reader. All participants struggled with confidence as readers. The program was limited to one school term and consisted of weekly sessions in which the students brought a self-selected book to read to a therapy dog in the presence of a trained handler. Data sources were comprised of pre and post student interviews, teacher interviews, parental questionnaires, and systematic observations of the child-animal interactions and reading behaviors. A student interview and parental questionnaire were also completed four months after the program. The varied data sources suggested that the program supported children's literacy development by providing sustained time for students to engage in appropriate and meaningful reading activities. Specifically, the students developed self-confidence as readers. Although the children interacted with the dog in different ways, all sources revealed a positive, emotional response to the animal and the overall experience, which extended beyond the duration of the program. The promising results of this study contribute to the growing body of evidence asserting the advantages of canine-assisted reading programs.