Over the last 20 years or so, the popularity of animal-assisted literacy learning programs has gained momentum in schools and libraries around the world (Intermountain Therapy Animals, 2011). To date, such programs are currently running in four Canadian provinces and 43 U.S. states, as well as in Australia, the United Kingdom, Italy, and India (Land of PureGold Foundation, 2009). To skeptics, it would seem that these programs are popular simply for their novelty effect. However, a deeper examination of the state of literacy education in North America reveals essential underlying reasons why these programs may offer timely and unique support for young learners. Situated within the broader context of literacy education and grounded in research and literacy theory, the authors offer concrete examples in this article of the unique and valuable social, emotional, and academic support that animal-assisted learning can provide children. Specifically, the authors consider how an animal and a caring adult mentor can contribute to establishing and nurturing a supportive learning environment, and can offer genuine and unique opportunities for both "constrained and unconstrained" literacy development (Paris, 2005).