Researchers determined if trained facility dogs impacted school climate by looking at three elementary schools within a single state in the Southeastern United States. This phenomenological, qualitative study used interview data to research educators' lived experiences and the use of facility dogs in elementary schools to include the perceptions regarding facility dogs' influence on school climate. Interview data were analyzed to determine if school facility dogs promote a positive school climate by conducting an interpretative phenomenological analysis to develop codes, categories, and themes. The researchers found that using facility dogs should be considered as an intervention to promote a positive elementary school climate through four themes: relationships, community, emotional understanding, and the calming effects of dogs. The instrumentation and triangulation supported the trustworthiness of the findings. Based on the results, the researchers developed a conceptual framework, The Story-Tate Conceptual Framework for Facility Dogs and School Climate. This study adds to the scientific body of knowledge for educational leaders, principals, educators, and service/facility dogs to support that a school-wide facility dog is an intervention that promotes elementary school climate. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]