Many educators struggle to deal with challenging behavior from students diagnosed with one or more emotional disorders, often including oppositional defiant disorder, autism spectrum disorder, and attention deficit disorder. Any combination of these disabilities can make learning challenging for the students and make classroom management even more challenging for their teachers. In this convergent mixed-methods study, the researcher used a single-subject design to quantitatively and qualitatively examine the impact of a therapy dog program on student behavior, student self-efficacy, and teacher perceptions within a special education behavior, academic, and social education (BASE) classroom setting at a Title 1 middle school campus. Due to the unique characteristics of students within a BASE classroom, the single-subject design allowed for separate comparisons within each of the four student participants individually. Independent t-tests and Mann-Whitney U nonparametric tested data were used to quantitatively compare the mean number of verbal outbursts and aggression outbursts from pre-implementation of the dog therapy program to post-implementation. Using a thematic analysis, the researcher qualitatively compared student self-efficacy and teacher perception survey results from pre-implementation to post-implementation. Results from both the quantitative and qualitative analyses allowed for convergence of findings, resulting in an in-depth examination of a dog therapy program's impact within a special education BASE classroom. The convergent results of the mixed method study revealed a significant decrease in verbal outbursts in three out of four students, as confirmed by both independent t-test and Mann-Whitney U nonparametric test. Regarding aggression outbursts, the independent t-test and Mann-Whitney U nonparametric test conflicted in findings when the independent t-test revealed no significant change in all four students while the Mann-Whitney U showed one out of four students had a significant change in aggression outbursts. Qualitative results revealed that three of the four students had an increase in self-efficacy from pre-implementation of the study to post-implementation. These qualitative results agreed with the quantitative results in that the one student who did not improve in self-efficacy also did not show significant decreases in verbal and aggression outburst. Lastly, educator's perceptions of the therapy dog program were high pre-implementation and perceptions post-implementation exceeded their previous perceptions, which may have contributed to the successfulness of the study. [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.]