Background: Animal assisted intervention (AAI) programming is becoming popular among college campuses; however, minimal literature describes the impact of AAI programming on the graduate student population. Purpose: This study aims to (1) better understand the lived experience with pets and AAI programming and (2) develop a list of factors critical to graduate students interested in engaging in AAI programming. Methods: Narrative and interpretive phenomenological approaches explored the lived experience of graduate students through focus groups. Results: Findings revealed students having both positive experiences and challenges with pets and past AAI programming. Important factors related to AAI programming included logistics, scheduling, diversification of therapy dogs, and receiving information on acceptable activities for participants to engage in with therapy dogs. Discussion: Participants discussed experiencing stress and anxiety throughout the semester, and perceived convenient regular access to therapy dog programming as a valuable way to improve mental health and decrease stress and anxiety. Translation to Health Education Practice: Professionals interested in conducting AAI programming with college graduate student populations can benefit from this research by using graduate student preferences to inform the design of AAI programming on college campuses.