In this photo essay, I examine the social contexts of literacy development through an exploration of a unique organization called "The Dog Project." In this descriptive narrative, I document the ways children's interactions with their peers, the instructors, and the dogs in the project fostered their sense of self-efficacy, their sustained engagement with texts, and their motivation to read and write. I draw implications for the establishment of kind, empathetic, and familiar learning environments in the early years of instruction.