This qualitative study explores the lived experiences of educators who have had two or more direct interactions with therapy dogs in the classroom setting. Specifically, this study seeks to explore the attitudes and beliefs of teachers as it relates to the use of therapy dogs to de-escalate students exhibiting undesirable behaviors. Additionally, this study will seek to discover the benefits and/or challenges the use of therapy dogs bring to the classroom. The research resulted in three major themes emerging: (a) types of undesirable behaviors and perceived causes, (b) skills, strategies, and resources for managing undesirable behaviors, and (c) teachers' understanding of the use of therapy dogs in the educational setting. The study sample consists of nine teachers from an elementary school in South Carolina. This phenomenological study used the qualitative data collection strategies of a focus group and one on one interviews. Interviews were transcribed and data from the transcriptions were analyzed for this study using various coding methods. The voices of these educators shared their trials and frustrations as it relates to undesirable behaviors in the classroom as well as their hope for innovative strategies such as the use of therapy dogs that can aid in mitigating these behaviors. In addition to the information teachers shared regarding behavior and the use of therapy dogs, they also shared excitement about the use of therapy dogs to aid in the academic success of students. [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.]