The purpose of this study was to determine whether Animal Assisted Education (AAE) benefited English Learners (ELs) in the elementary classroom using qualitative methods of observation, interviews of students, parents, and teachers, and student work samples. Ten identified ELs, who were also identified as below grade level in reading, participated in the study from grades kindergarten through third grade. They each read to a READ registered therapy dog team one time per week over a six-week period for about 20 minutes each session. Using thematic analysis, four prominent themes emerged including: increased motivation, a positive attitude towards reading, decreased stress and anxiety, and increased overall reading scores. I found that the students and teachers had positive feedback to share about the use of reading dogs while the parent feedback was more mixed. All students showed growth in one or more theme areas while nine out of ten students increased their reading levels. Additionally, these areas of growth seemed to carry over into the classroom and at home. This reading intervention opportunity also gave ELs the chance to engage in communication with both the dog and the handler. The findings from this study have implications for elementary schools to utilize and explore a nontraditional method of combining reading intervention with AAE that encouraged ELs to read more while increasing their opportunities to practice the L2 in a more relaxed and nonjudgmental environment. [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/en-US/products/dissertations/individuals.shtml.]