Described in this article are outcomes, procedures, and suggestions for incorporating a dog into a classroom for students with emotional or behavioral disorders. First, the outcomes for the inclusion of a dog are presented and are reported from an empirical study conducted by the author. Next, details are provided on how teachers would initially prepare for the incorporation of a dog by conducting preliminary meetings, selecting a dog, establishing classroom policies and procedures, obtaining written consent, and providing information to colleagues. Then illustrations are given on how to utilize the dog in classrooms to benefit students through building relationships, providing lessons in character development, preventing and de-escalating emotional crises, and incorporating into academics. To conclude, the author provides a discussion of her study to report conclusions, implications, and recommendations. To support the inclusion of a dog into a classroom as a research-based intervention, a review of the literature is embedded. (Contains 1 table and 1 figure.)